Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-07-20T21:39:19Z No. of bitstreams: 1 RosangelaAlvesDosSantosBernardino_TESE.pdf: 2789459 bytes, checksum: 690ac3b05fe3344dcf7bd51c28f4b42c (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-07-21T18:37:52Z (GMT) No. of bitstreams: 1 RosangelaAlvesDosSantosBernardino_TESE.pdf: 2789459 bytes, checksum: 690ac3b05fe3344dcf7bd51c28f4b42c (MD5) / Made available in DSpace on 2016-07-21T18:37:52Z (GMT). No. of bitstreams: 1 RosangelaAlvesDosSantosBernardino_TESE.pdf: 2789459 bytes, checksum: 690ac3b05fe3344dcf7bd51c28f4b42c (MD5) Previous issue date: 2015-12-01 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A tese investiga as estrat?gias de materializa??o da (n?o) assun??o da responsabilidade enunciativa e de inscri??o de uma voz autoral em artigos cient?ficos produzidos por pesquisadores iniciantes da ?rea de Letras. O foco espec?fico consiste em identificar, descrever e interpretar: i) as marcas lingu?sticas que assinalam a responsabilidade enunciativa; ii) os posicionamentos assumidos pelo primeiro locutor-enunciador (L1/E1) em rela??o a pontos de vista (PdV) imputados a enunciadores segundos (e2); e iii) as marcas lingu?sticas que assinalam a formula??o de PdV pr?prios. Como desdobramento pr?tico, prop?e-se discutir sobre possibilidades de ensino do manejo de estrat?gias textual-discursivas referentes ? responsabilidade enunciativa e ? autoria em textos acad?mico-cient?ficos. O corpus constitui-se de 08 artigos cient?ficos selecionados em um peri?dico especializados da ?rea de Letras, avaliado pelo Qualis/CAPES. A metodologia utilizada segue os procedimentos da pesquisa qualitativa, de base interpretativa, com apoio na abordagem quantitativa. Teoricamente, fundamenta-se nos postulados da An?lise textual dos discursos (ATD), em di?logo com estudos do campo enunciativo. Os resultados da an?lise evidenciam dois movimentos na gest?o dos PdV: a imputa??o e a responsabiliza??o. Nos contextos de imputa??o, os mecanismos lingu?sticos mais mobilizados foram o discurso direto, o discurso indireto, o discurso direto com ?que?, a modaliza??o em discurso segundo (em enunciados com ?conforme?, ?de acordo com?, ?para?), al?m de certos pontos de n?o-coincid?ncias do dizer, especificamente a n?o-coincid?ncia do discurso consigo mesmo. O funcionamento dessas marcas lingu?sticas nos textos aponta para tr?s posicionamentos enunciativos assumidos por L1/E1 em rela??o aos PdV de e2: o acordo, o desacordo e uma pseudoneutralidade. Foi recorrente a imputa??o seguida de acordo (expl?cito ou n?o), o que coloca as vozes alheias na defesa de um dizer assumido como pr?prio. Nos contextos de responsabiliza??o, observamos ind?cios da formula??o de PdV pr?prios, resultantes de constata??es te?ricas assumidas pelo pesquisador iniciante (revelando o como ele interpretou conceitos da teoria) ou advindos dos dados de sua pesquisa, permitindo-lhe expressar-se com mais autonomia, sem a recorr?ncia de palavras de um segundo locutor-enunciador. Com base nestes dados, podemos dizer que os textos dos pesquisadores iniciantes configuram uma autoria fortemente dependente de PdV e de palavras do outro (a teoria e os autores citados), tendo em vista os muitos contextos de imputa??o com acordo, os PdV formulados com palavras tomadas de e2 e assumidos como pr?prios por integra??o sint?tica, as poucas constata??es e coment?rios cr?ticos particulares sobre o que esse outro diz, a aus?ncia de explica??es e acr?scimos, al?m de uma an?lise de dados que tamb?m vai ao encontro da validade da teoria adotada. Esses resultados permitem visualizar o modo como o pesquisador iniciante dialoga com as fontes enunciativas mobilizadas como apoio te?rico e como, no olhar sobre os dados, exibe a condi??o de um sujeito fazendo-se pesquisador/autor no campo cient?fico. Ao assumir a cita??o como um recurso que permite assinalar a responsabilidade enunciativa e evidenciar os posicionamentos do locutor-enunciador em rela??o aos PdV reportados, a pesquisa aponta sugest?es para um tratamento textual-discursivo das opera??es de cita??o no texto acad?mico-cient?fico, em um contexto de ensino que d? aten??o ao desenvolvimento de habilidades comunicativas do pesquisador iniciante e melhor contribua para este se inserir e interagir no campo cient?fico. / This thesis investigates materialization strategies of non-assumption of enunciation responsibility and inscription of an authorial voice in scientific articles produced by initial researchers in Linguistics. The specific focus lays on identify, describe and interpret: i) linguistics marks that assign enunciation responsibility; ii) the positions taken by the first speaker-enunciator (L1/E1) in relation to points of view (PoV) imputed to second enunciators (e2); and iii) the linguistic marks that assign the formulation of themselves' PoV. As a practical deployment, it is proposed to discuss how to teach taking into account text discursive strategies regarding to enunciation responsibility and also authorship in academic and scientific texts. Our research corpus is formed by eight scientific essays and they were selected in a renamed Linguistics scientific magazine which is high evaluated by Qualis/CAPES (Brazil Science Agency). The methodology follows the assumptions of a qualitative research, and an it has such an interpretative basis, even though it takes support in a quantitative approach, too. Theoretically, we based this research on Textual Analysis of Speech and linguistics theories about linguistic enunciation area. The results show two kinds of movements in PoV management: imputation and responsibility. In imputation contexts, the most recursive linguistic marks were reported speech, indirect speech, reported speech with ?that?, modalization in reported speech (in enunciation with ?according to?, ?in agreement with?, ?for?), beyond that we see certain points of non-coincidences of speech, specifically the non-coincidence of the speech itself. The way those linguistic marks occur in the text point out three kinds of enunciation positions that are assumed by L1/E1 in relation to PoV of e2: agreement, disagreement and a pseudo neutrality. It was clearly recursive the imputation followed by agreement (explicit or not), this perspective puts other?s voices to defend a speech assumed like own authorship. In speech responsibility contexts, we observed such a formulation of inner PoV that results from theoretical findings undertaken by novice researchers (revealing how he/she interpreted concepts of the theory) or arising from their research data, allowing them to express with more autonomy and without reporting to speeches from e2. Based on those data, we can say that, in text by initial researchers, the authorship is strongly built upon PoV and also dependent from others' words (theory and the scholars quoted there), taking into account that many contexts in which we can observe agreement position, PoV formulations with words taken from e2 and assumed as own words by syntactic integration, the comments about what the other says, the absence of explanations and additions, as well as a data analysis that could show agreement with the theory used to support the work. These results allow us to visualize how initial researcher dialogs with the theoretical enunciation sources he or she takes as support and how he/she displays the status of a subject doing a research and positioning himself/herself as a researcher/author in the scientific field. In assuming the reported speech, when quoting, as a resource that allows the enunciation responsibility and also when doing evidence to the positions of speaker-enunciator in relation do reported PoV, this suggests to a textual-discursive treatment of quoting in academic and scientific text, in a context of teaching that gives attention to the development of communication skills of initial researcher and that can contribute to insert and interact students in the scientific field.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-01-10T11:44:24Z No. of bitstreams: 1 BeatrizAlvesPauloCavalcanti_TESE.pdf: 7890324 bytes, checksum: d5a94487ec69b03c730b65642fb96b94 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-11T11:03:28Z (GMT) No. of bitstreams: 1 BeatrizAlvesPauloCavalcanti_TESE.pdf: 7890324 bytes, checksum: d5a94487ec69b03c730b65642fb96b94 (MD5) / Made available in DSpace on 2017-01-11T11:03:29Z (GMT). No. of bitstreams: 1 BeatrizAlvesPauloCavalcanti_TESE.pdf: 7890324 bytes, checksum: d5a94487ec69b03c730b65642fb96b94 (MD5) Previous issue date: 2016-06-17 / Esta tese apresenta a inser??o da pedagogia de g?neros proposta pela Escola de Sydney (ROSE; MARTIN, 2012) nas aulas de Ingl?s para Fins Espec?ficos (IFE) de uma escola t?cnica do Rio Grande do Norte, no curso de Redes de Computadores. A proposta ? identificar os g?neros escolares relevantes para o curso ap?s a realiza??o de an?lise de necessidades, utilizando a Lingu?stica Sist?mico-Funcional (LSF) de Halliday e Matthiessen (2004) como recurso que facilita a compreens?o dos textos lidos, aproximando os estudos te?ricos da LSF da pr?tica na sala de aula, para que os alunos possam conceber a l?ngua como pr?tica social. Outro objetivo ? conhecer as percep??es dos alunos sobre as aulas ministradas. Trata-se de uma pesquisa quanti-qualitativa (D?RNYEI, 2007), na qual a LSF foi utilizada como modelo te?rico de an?lise de linguagem e de pesquisa, visto que ela ? o pr?prio objeto de pesquisa, e ao mesmo tempo o suporte te?rico que embasa a an?lise das opini?es dos alunos sobre as aulas. Aspectos da Pesquisa Narrativa (CLANDININ; CONNELY, 2004) tamb?m s?o utilizados para dar voz ao relato de minhas pr?prias experi?ncias como professora do curso de Redes e como pesquisadora, bem como para realizar a composi??o de sentidos observada nas representa??es dos alunos ap?s a viv?ncia de nossas aulas com o apoio da pedagogia adotada e da abordagem Sist?mico-Funcional, e para a reflex?o sobre as experi?ncias relatadas. O Sistema de Avaliatividade (MARTIN; WHITE, 2005) foi o instrumento anal?tico para verificarmos como se configuram as percep??es dos alunos sobre as aulas de IFE. A categoria mais utilizada do Sistema de Atitude, um dos dom?nios sem?nticos do Sistema de Avaliatividade, respons?vel pela express?o lingu?stica de avalia??es positivas e negativas, foi a Aprecia??o do tipo Valora??o, revelando a relev?ncia do trabalho com a pedagogia de g?neros e a originalidade na forma de abordagem dos textos. O trabalho com textos aut?nticos da ?rea, trabalhos em grupo, ensino colaborativo e reconhecimento dos tipos de textos foram aspectos da pedagogia de g?nero mais mencionados pelos alunos em suas aprecia??es. Outro tipo de Aprecia??o encontrado foi a Rea??o Impacto negativo, categoria utilizada para descrever o impacto emocional vivenciado nas aulas. Os resultados da an?lise das avalia??es feitas pelos alunos sobre as experi?ncias vividas em nossas aulas apontaram o reconhecimento e validade da utiliza??o da LSF nas aulas de IFE e, consequentemente, da pedagogia de g?neros proposta pela Escola de Sydney e ao mesmo tempo revelou o desejo de desenvolver a oralidade, promovendo uma reflex?o sobre a inclus?o da compet?ncia oral no curr?culo do curso. / This thesis presents the implementation of a genre pedagogy as proposed by the Sydney School (ROSE; MARTIN, 2012) in English classes for Specific Purposes (ESP) at a federal technical school in Rio Grande do Norte, in the Computer Networks undergraduation course. The proposal is to identify the relevant genres to the course after carrying out needs analysis, using the Systemic Functional Linguistics (SFL) from Halliday and Matthiessen (2004) as a resource that facilitates the understanding of texts, approaching the theoretical studies of SFL and implement them in the classroom practice, so that students can conceive language as a social practice. Another aim is to understand the perceptions of students about the classes taught. This is a quanti-qualitative research (D?RNYEI, 2007), in which the SFL was used as a theoretical model of language analysis and research, since it is the very object of research, and at the same time the theoretical framework that underlies the students' opinions about the classes. Aspects of Narrative research (CLANDININ; CONNELY, 2004) are also used to give voice to the account of my own experiences as a Network English language teacher and as a researcher, as well as to make sense from the students? representations after the experience of our classes with the support of the pedagogy adopted and the Systemic Functional approach and also give voice to the reflection on experiences reported. The Appraisal System (MARTIN; WHITE, 2005) was the analytical instrument in order to verify how to shape the students? perceptions about ESP classes. The most widely used category in the Attitude System, one of the semantic domains of Appraisal System, responsible for linguistic expression of positive and negative reviews, was the assessment of the Valuation type, revealing the importance of working with genre pedagogy and originality in the form of the text approach. Working with authentic texts from the field, group work, collaborative teaching and recognition of types of texts were aspects of genre pedagogy most mentioned by students in their assessments. Another type of assessment found was the negative impact Reaction, category used to describe the emotional impact experienced in class. The results of the analysis of the evaluations made by the students about the experiences in our classes showed the recognition and validity of the use of SFL in ESP classes and consequently the genre pedagogy proposed by the Sydney School. At the same time, it was revealed the desire to develop oral communication, promoting reflection on the inclusion of oral competence in the course curriculum.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-09-04T20:36:37Z No. of bitstreams: 1 AilsonCostaDeOliveira_DISSERT.pdf: 4276591 bytes, checksum: 97e1bbcb6c06ade7cef9fb4942a02751 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-09-05T23:14:12Z (GMT) No. of bitstreams: 1 AilsonCostaDeOliveira_DISSERT.pdf: 4276591 bytes, checksum: 97e1bbcb6c06ade7cef9fb4942a02751 (MD5) / Made available in DSpace on 2017-09-05T23:14:13Z (GMT). No. of bitstreams: 1 AilsonCostaDeOliveira_DISSERT.pdf: 4276591 bytes, checksum: 97e1bbcb6c06ade7cef9fb4942a02751 (MD5) Previous issue date: 2017-04-26 / Esta pesquisa, de natureza qualiquantitativa, trata de uma a??o pedag?gica de estrat?gias de leitura na base de Ingl?s para Fins Espec?ficos (IFE) (HUTCHINSON; WATERS, 1991; ROBINSON, 1991; DUDLEY-EVANS; ST JOHN, 1998; RAMOS, 2005), no ensino e aprendizagem da l?ngua inglesa como l?ngua estrangeira (ILE) no contexto de Ensino B?sico T?cnico e Tecnol?gico, no Instituto Federal do Rio Grande do Norte, campus Jo?o C?mara. Objetiva-se identificar e quantificar marcas lingu?sticas utilizando instrumentos e categorias baseados no aparato te?rico da Lingu?stica Sist?mico Funcional (HALLIDAY 1985, 1994; HALLIDAY; MATHIESSEN, 2014), mais especificamente, fazendo-se uma An?lise do Discurso por meio das ferramentas sem?ntico-discursivas do Sistema de Avaliatividade, elaborado por Martin e Rose (2003; 2007) e Martin e White (2005). O corpus desta pesquisa ? composto de respostas extra?das de tr?s question?rios de avalia??o, aplicado via Google Docs, para 24 participantes, e uma An?lise Experimental, aplicado a 19 participantes do IFRN, campus Jo?o C?mara, que participaram de um Curso Forma??o Inicial e Continuada (Curso FIC), na ?rea de inform?tica, projetado nesta a??o pedag?gica. A An?lise do Discurso centra-se nas percep??es desses alunos em rela??o ? interven??o pedag?gica. Observamos como os alunos caracterizam, nas escolhas lexicogramaticais, suas percep??es do Curso FIC, atrav?s das categorias Aprecia??o e Julgamento, que s?o componentes do Subsistema de Atitude no Sistema de Avaliatividade, levando-se em considera??o os tipos rea??o, composi??o e valora??o e a subcategoria capacidade. Resultados indicaram que o discurso foi marcado, principalmente, pelas subcategorias rea??o qualidade e valora??o relev?ncia. Al?m disso, a An?lise Experimental indicou n?o haver ganho estatisticamente significativo na compreens?o escrita de textos na ?rea t?cnica mesmo havendo aumento do escore de 9 dos 19 participantes do pr?-teste para o p?s-teste. / This quali-quantitative research is based on a pedagogical action regarding reading strategies based on methods in English for Specific Purposes (ESP) (HUTCHINSON; WATERS, 1991; ROBINSON, 1991; DUDLEY-EVANS; ST JOHN, 1998; RAMOS, 2005), in the teaching and learning of English as a Foreign Language (EFL) within the context of Technical and Technological Basic Education (Ensino B?sico T?cnico e Tecnol?gico - EBTT), at the Federal Institute of Rio Grande do Norte, Jo?o C?mara campus. The objective is to identify and quantify linguistic items using instruments and categories based on theoretical frameworks from the Systemic Functional Linguistic perspective (HALLIDAY 1985, 1994; HALLIDAY; MATHIESSEN, 2014), more specifically, carrying out a Discourse Analysis through the Appraisal System elaborated by Martin and Rose (2003; 2007), and Martin and White (2005). The corpus of this research is comprised of responses to three evaluation questionnaires, applied via Google Docs, to 24 participants, and an Experimental Analysis applied to 19 participants who are students in the Basic Lifelong Training Course (Curso de Forma??o Inicial e Continuada - FIC) designed in this pedagogical action for the computing field. The Discourse Analysis focuses on the perceptions of these learners regarding the pedagogical intervention. We observed how students? characterize, through lexicogrammatical choices, their perceptions of the FIC Course, using the categories Appreciation and Judgement, which are components of the Subsystem, Attitude, in the Appraisal System, taking into account the types reaction, composition and valuation and the subcategory capacity. Results indicated that the speech was marked mainly by the subcategories reaction quality and valuation relevance. In addition, the Experimental Analysis did not present a statistically significant gain in the reading comprehension of texts in the technical area even though there was an increase in the score of 9 out of 19 participants from the pre-test to the post-test.

Made available in DSpace on 2016-04-04T18:36:33Z (GMT). No. of bitstreams: 1 NAIRA CHRISTOFOLETTI SILVEIRA.pdf: 1749185 bytes, checksum: 599c9b9e2ea5317466d7937658d2f0cf (MD5) Previous issue date: 2007-02-10 / The alterations to the way knowledge is produced and the great amount of documents stimulate and pressurize into changes in cataloguing. In this context, a theoretical model for cataloguing known as Functional Requirements for Bibliographic Records (FRBR) was published in 1998. Generally speaking, the cataloguing codes are divided into two parts: one related to description and another to the access points. This work aims to analyse the procedures to choose the access points of personal responsibility of the bibliographic records, in order to relate them to the concepts shown in the FRBR. The present work is characterized as a theoretical search and the investigation resorts to deductive approach to analyse the rules and the internationally accepted principles utilized in the choice of the access points. This search also has an empirical part to collect factual data about the use of cataloguing rules and to compare the registers with or without the use of the FRBR. As a result, it is observed that the cataloguing rules are still directed to the impressed catalogues. However, the concepts presented by the FRBR are related to the automated catalogues. The FRBR enlarge the dimensions of the responsabilities about the content of work and expression, and they translate the social changes to the possibilities of information representation in the bibliographic records. With the FRBR the rules have to be stipulated to facilitate the user activities. This implies in the review of the cataloguing rules, mainly the ones related to the choice of the access point. In this way, the professional of information will pay more efforts to determine which the access points for the user are. Among the uncountable impacts caused by the FRBR, perhaps the most important are to resume the discussion about the cataloguing in theoretical level and to highlight the importance of intellectual work of professional of information. / As altera??es na forma de produ??o do conhecimento e o grande volume de documentos pressionaram e estimularam mudan?as na cataloga??o. Nesse contexto, foi publicado em 1998 um modelo te?rico para a cataloga??o conhecido como Requisitos Funcionais para Registros Bibliogr?ficos (FRBR . Functional Requirements for Bibliographic Records). Em geral, os c?digos de cataloga??o s?o divididos em duas partes: uma destinada ? descri??o e outra aos pontos de acesso. Este estudo teve como objetivo analisar os procedimentos para a escolha dos pontos de acesso de responsabilidade pessoal do registro bibliogr?fico, relacionando-os com os conceitos apresentados nos FRBR. Caracterizada como uma pesquisa te?rica, a investiga??o recorreu ? abordagem dedutiva para analisar as regras e os princ?pios aceitos internacionalmente utilizados na escolha dos pontos de acesso. A pesquisa tamb?m possui uma parte emp?rica para coletar dados factuais sobre a aplica??o de regras de cataloga??o e comparar os registros com e sem a base dos FRBR. Como resultado, observou-se que as regras da cataloga??o ainda se direcionam aos cat?logos impressos. No entanto, os conceitos apresentados pelos FRBR se relacionam aos cat?logos automatizados. Os FRBR ampliam as dimens?es das responsabilidades sobre o conte?do de uma obra e express?o, traduzindo as altera??es sociais para as possibilidades de representa??o da informa??o nos registros bibliogr?ficos. Com os FRBR as regras devem ser estipuladas para facilitar as atividades dos usu?rios. Isto implica na revis?o das regras de cataloga??o, especialmente as relacionadas ? escolha dos pontos de acesso. Assim, o bibliotec?rio empenhar? mais esfor?os para determinar quais ser?o os pontos de acesso necess?rios aos seus usu?rios. Dentre os in?meros impactos provocados pelos FRBR, talvez, os de maior destaque sejam a retomada das discuss?es sobre a cataloga??o em n?vel te?rico e o realce da import?ncia do trabalho intelectual dos profissionais.

Made available in DSpace on 2016-04-04T18:36:37Z (GMT). No. of bitstreams: 1 MURILO ARTUR ARAUJO DA SILVEIRA.pdf: 2536419 bytes, checksum: aeefa6f039550180e37ba5aa411253a4 (MD5) Previous issue date: 2008-02-11 / Pontif?cia Universidade Cat?lica de Campinas / This dissertation studies the scientific research institutionalization of the Information Science in Brazil through the Ci?ncia da Informa??o journal. The general objective of this research is to investigate the social and cognitive institutionalization of the Information Science based on the scientific articles written in the Ci?ncia da Informa??o journal online, from 1995 to 2005, with the purpose to supply scientific indicators to a better understanding of the area. The specific objectives are: to chart the scientific texts network developed through the Ci?ncia da Informa??o journal, from the articles and their citations; and to distinct the thematic tendencies and the research front in Information Science, referring to scientific articles of the Ci?ncia da Informa??o journal. To debate the differences and the relations between constitution and institutionalization of the scientific discipline, the conceptual and social operations of this constitution, and the cognitive and social perspectives of the science institutionalization. It presents a theoric board of references in Information Science, focusing the object of study, the theoric basis, the characteristics, the interdisciplinary relations and the polemic and controversial issues, from texts that are very important to the area. It reviews the specific literature about the production, dissemination and use cycle of the information, distincting the scientific ethos, the scientific journal and its function, characteristics and evaluation process, and the scientific article and its functions and categorizations. It also approaches the citation and the relations of the scientific knowledge construction, as well as the finality of the citation studies and the scientific texts network that is visualized through the citation and references mechanisms. It uses the scienciometric method and the citation analysis, the subject analysis and the cartographic representations as techniques. It constitutes a descriptive and exploratory research according to its objective and methodological procedures for the bibliographical. The research s main results are: thematic tendencies are directed to the information management, mediation, circulation and use of information, and evaluation of the scientific production; the concentration of books and articles as sources of citations and gradual growth of the Internet webpage, each year; and the distinction of the more citation authors by thematic field, through ANCIB s work groups. It reveals that from the scientific article and its citations it is possible to obtain satisfactory results about the scientific texts network development, the thematic tendencies and the contribution of the scientific authors, as well to visualize the scientific activity institutionalization level. Therefore, its affirms that, from the Ci?ncia da Informa??o journal, the Information Science in Brazil meets in institutionalization ways. / An?lise da institucionaliza??o da pesquisa cient?fica da Ci?ncia da Informa??o no Brasil atrav?s do peri?dico Ci?ncia da Informa??o. O objetivo geral da pesquisa ? investigar a institucionaliza??o social e cognitiva da Ci?ncia da Informa??o com base nos artigos cient?ficos do peri?dico Ci?ncia da Informa??o em meio eletr?nico, no per?odo de 1995 a 2005, com o prop?sito de fornecer indicadores cient?ficos para compreens?o da ?rea. T?m-se como objetivos espec?ficos: mapear a rede de textos cient?ficos formada atrav?s do peri?dico Ci?ncia da Informa??o, a partir dos artigos de peri?dicos e suas cita??es; e destacar as tend?ncias tem?ticas e a frente de pesquisa em Ci?ncia da Informa??o, referente aos artigos cient?ficos do peri?dico Ci?ncia da Informa??o. Discute as diferen?as e rela??es entre constitui??o e institucionaliza??o de uma disciplina cient?fica, as opera??es conceituais e sociais da constitui??o e as perspectivas cognitiva e social de institucionaliza??o de uma ci?ncia. Apresenta um quadro te?rico de refer?ncias da Ci?ncia da Informa??o, enfocando o objeto de estudo, as bases hist?ricas, as caracter?sticas, as rela??es interdisciplinares e as quest?es pol?micas e controversas, a partir de textos importantes para a ?rea. Revisa a literatura espec?fica sobre o ciclo de produ??o, dissemina??o e uso da informa??o, dando destaque ao etos cient?fico; ao peri?dico cient?fico e suas fun??es, caracter?sticas e processo de avalia??o; e ao artigo cient?fico e suas fun??es e categoriza??es. Aborda a cita??o e as rela??es com a constru??o do conhecimento cient?fico, como tamb?m a finalidade dos estudos de cita??o e a rede de textos cient?ficos que se visualiza atrav?s dos mecanismos de cita??o e refer?ncia. Utiliza o m?todo cienciom?trico e a an?lise de cita??o, a an?lise de assunto e as representa??es cartogr?ficas como t?cnicas. Constitui-se como pesquisa descritiva e explorat?ria segundo seus objetivos e, segundo os procedimentos metodol?gicos pela bibliogr?fica. Os principais resultados da pesquisa s?o: tend?ncias tem?ticas voltadas para gest?o da informa??o, media??o, circula??o e uso da informa??o e avalia??o da produ??o cient?fica; concentra??o de artigos e livros como fontes citadas e o crescimento gradual da p?gina de Internet, a cada ano; e destaque para os autores mais citados por recortes tem?ticos do campo, atrav?s dos grupos de trabalho da ANCIB. Revela-se que do artigo cient?fico e suas cita??es ? poss?vel obter resultados satisfat?rios sobre a forma??o de redes de textos cient?ficos, as tend?ncias tem?ticas e as contribui??es dos atores cient?ficos, assim como visualizar o grau de institucionaliza??o da atividade cient?fica de uma ci?ncia. Portanto, afirma-se que, a partir do peri?dico Ci?ncia da Informa??o, a Ci?ncia da Informa??o no Brasil encontra-se em vias de institucionaliza??o.

Made available in DSpace on 2014-12-17T14:35:48Z (GMT). No. of bitstreams: 1 AnaliceAL.pdf: 947341 bytes, checksum: 966f1f4ed5e57c11e917c7d3f532de0a (MD5) Previous issue date: 2007-12-07 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In the past twenty years, there has been a significant increase of researches about teacher s professionalization. In that context, the investigations concerning teacher s knowledge represent an important contribution, as they aim to identify and to rescue the base of knowledge that sustains the teacher s profession. In particular, the reflections and propositions of Lee Shulman have been constitute a fundamental subsidy to the teacher s professionalization in the sense of harnessing the pedagogic knowledge to the content s knowledge, establishing the pedagogic knowledge of the content that characterizes and differentiates the teacher and the bachelor in a certain field of knowledge. Among the indispensable knowledge for the Chemistry teacher's professional practice, in this research we have pointed out the pertinence of the knowledge on the use of models in Chemistry classes in the middle and high school. Those knowledges regard the comprehension of students concerning the understanding and models elaborated in science and the models implemented in the Chemistry teaching, as well as the abilities to plan didactic situations that use models. In this research, we aimed to identify the contributions and barriers during the Chemistry teacher education, in UFRN, in relation to the construction of knowledge that subsidize training teachers in the elaboration of teaching activities that involve the use of models. The investigation was accomplished in UFRN, in the Course of Degree in Chemistry, along with 13 student teachers that studied the subject Practice of Chemistry Teaching. For this research, the following instruments were used: questionnaires with open and closed questions, elaboration of a plan of activities for the Chemistry teaching and an interview to answer the established study s questions. The data was analyzed in an established criteria, classified and tabled. The results showed that the student teachers representations regarding scientific knowledge contemplated, among other topics, the idea of a method for his/her construction. In some cases, the models role was emphasized in that construction, as well as the social dimension in the validation of that knowledge. The scientific models were highlighted by most of the student teachers, as a representation method to explain, understand and interpret the chemical phenomena. On the other hand, the didactic models stood out, in most of cases, as a method of aiding the Chemistry students of the Basic Education to understand the scientific models. The representations regarding those categories contemplated important aspects, although in a superficial way, reflecting the limitations of reflections during the formative process. In the elaboration of teaching activities that use models, difficulties were evidenced, in the process of plan construction, relative to the didactic structure and to the proposition of activities that contemplated models, although the student teachers have mobilized different elements regarding the pedagogic knowledge of the content. Such verifications evidence the urge for the teacher development programs to promote changes in the teacher education in order to propitiate, during this process, reflections, discussions and propositions of activities regarding categories highlighted in this research, contributing to the construction of initial elements regarding the pedagogic knowledge of the content that will be developed throughout teaching, therefore corroborating to the teacher s professionalization / Nos ?ltimos vinte anos, as pesquisas voltadas profissionaliza??o docente t?m crescido de modo expressivo. Nesse contexto, as investiga??es acerca dos saberes docentes representam uma importante contribui??o, visto que buscam identificar e resgatar a base de conhecimento que sustenta a profiss?o docente. Em particular, as reflex?es e proposi??es de Lee Shulman t?m constitu?do um subs?dio fundamental ? profissionaliza??o dos professores no sentido de atrelar os saberes pedag?gicos aos do conte?do, estabelecendo o conhecimento pedag?gico do conte?do que caracteriza e diferencia o professor e o bacharel em determinada ?rea de conhecimento. Entre os saberes imprescind?veis ao exerc?cio profissional do professor de Qu?mica, salientamos, nesta pesquisa, a pertin?ncia dos relativos ao uso de modelos nas aulas de Qu?mica nos ensinos fundamental e m?dio. Esses saberes s?o referentes ? compreens?o dos licenciandos acerca do conhecimento e modelos elaborados na ci?ncia e dos modelos adotados no ensino de Qu?mica, assim como as habilidades para planejar situa??es did?ticas que utilizem modelos. Nesta pesquisa, buscamos identificar as contribui??es e entraves, durante a forma??o inicial de professores de Qu?mica, na UFRN, em rela??o ? constru??o de saberes que subsidiem os licenciandos na elabora??o de atividades de ensino que envolvam a utiliza??o de modelos. A investiga??o foi realizada na UFRN, no Curso de Licenciatura em Qu?mica, junto a 13 licenciandos que cursavam a disciplina de Pr?tica de Ensino de Qu?mica. Para esta pesquisa, foram utilizados os seguintes instrumentos: question?rios com perguntas abertas e fechadas, elabora??o de um plano de atividades para o ensino de Qu?mica e entrevista de modo a responder as quest?es de estudo estabelecidas. Os dados obtidos foram analisados a partir de crit?rios estabelecidos, categorizados e tabelados. Os resultados sinalizam que as representa??es dos licenciandos referentes ao conhecimento cient?fico contemplavam, entre outras quest?es, a id?ia de um m?todo para a sua constru??o. Em alguns casos, foi ressaltado o papel dos modelos nessa constru??o, bem como a dimens?o social na valida??o desse conhecimento. Os modelos cient?ficos foram destacados, pela maioria dos licenciandos, como uma forma de representa??o com finalidade de explicar, compreender e interpretar os fen?menos qu?micos. J? os modelos did?ticos foram ressaltados, na maioria dos casos, como uma forma de auxiliar os alunos de Qu?mica da Educa??o B?sica a compreender os modelos cient?ficos. As representa??es referentes a essas categorias contemplaram aspectos importantes, embora de modo superficial, refletindo as limita??es de reflex?es nesse sentido durante o processo formativo. Na elabora??o de atividades de ensino que utilizam modelos, foram evidenciadas dificuldades, no processo de constru??o do plano, relativas ? estrutura did?tica e ? proposi??o de atividades que contemplassem modelos, embora os licenciandos tenham mobilizado diferentes elementos referentes ao conhecimento pedag?gico do conte?do. Tais constata??es evidenciam a necessidade de que a ag?ncia formadora possa promover mudan?as na forma??o inicial de modo a propiciar, ao longo desse processo, reflex?es, discuss?es e proposi??es de atividades relativas ?s categorias destacadas nesta pesquisa, contribuindo para a constru??o de elementos iniciais referentes ao conhecimento pedag?gico do conte?do que ser?o desenvolvidos no decorrer da doc?ncia, corroborando, dessa forma, para a profissionaliza??o docente

Made available in DSpace on 2014-12-17T14:36:30Z (GMT). No. of bitstreams: 1 JoseEP_TESE.pdf: 4599191 bytes, checksum: d2333069155f93ee6ff447f7f4254297 (MD5) Previous issue date: 2013-02-28 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / It has been remarkable among the Science Teaching debates the necessity that students do not learn only theories, laws and concepts, but also develop skills which allows them to act towards a critical citizenship. Therefore, some of the skills for the natural sciences learning must be taught consciously, intentionally and in a planned way, as component of a basic competence. Studies of the last twenty years have shown that students and teachers have plenty of difficulties about skills development and, among several, the skill of interpreting Cartesian graphics, essential for the comprehension of Natural Science. In that sense, the development of that type of professional knowledge during the initial education of future Chemistry teachers has become strategic, not only because they need to know how to use it, but also because they need to know how to teach it. This research has as its general objective the organization, development and study of a process of formation of the skill of interpreting Cartesian graphics as part of the teachers professional knowledge. It has been accomplished through a formative experience with six undergraduate students of the Teaching Degree Course of Chemistry of Universidade Federal do Rio Grande do Norte (UFRN Federal University of Rio Grande do Norte), in Brazil. In order to develop that skill, we have used as reference P. Ya. Galperin s Theory of the Stepwise Formation of Mental Actions and Concepts and its following qualitative indicators: action form, degree of generalization, degree of consciousness, degree of independence and degree of solidness. The research, in a qualitative approach, has prioritized as instruments of data collecting the registering of the activities of the undergraduate students, the observation, the questionnaire and the diagnosis tests. At the first moment, a teaching framework has been planned for the development of the skill of interpreting Cartesian graphics based on the presupposed conceptions and steps of Galperin s Theory. At the second moment, the referred framework has been applied and the process of the skill formation has been studied. The results have shown the possibility of develop the skill conscious about the invariant operation system, with a high degree of generalization and internalized the operational invariant in the mental plane. The students have attested the contributions at that type of formative experience. The research reveals the importance of going deeper about the teaching comprehension of the individualities tied to the process of internalization, according to Galperin s Theory, when the update of abilities as part of the teaching professional knowledge is the issue / ? not?ria nas discuss?es da ?rea de Did?tica das Ci?ncias a necessidade de que os estudantes n?o s? aprendam teorias, leis e conceitos, mas que tamb?m desenvolvam habilidades que lhes permitam o agir competente para a cidadania cr?tica. Nessa perspectiva, algumas das habilidades para a aprendizagem das ci?ncias naturais devem ser ensinadas de modo consciente, intencional e planejadas, como componente dessa compet?ncia b?sica. Estudos nos ?ltimos vinte anos t?m mostrado que estudantes e professores t?m diversas dificuldades no desenvolvimento de habilidades, dentre elas, a de interpretar gr?ficos cartesianos, essencial para a compreens?o das Ci?ncias Naturais. Nesse sentido, o desenvolvimento desse conhecimento profissional na forma??o inicial de futuros professores de Qu?mica passa a ser estrat?gico n?o apenas para saber utiliz?-lo, mas para saber ensin?-lo. Esta pesquisa teve como objetivo geral a organiza??o, o desenvolvimento e o estudo de um processo de forma??o da habilidade de interpretar gr?ficos cartesianos como parte do conhecimento profissional docente, a partir de uma experi?ncia formativa com seis estudantes do curso de Licenciatura em Qu?mica da Universidade Federal do Rio Grande do Norte (UFRN). Para o desenvolvimento dessa habilidade, utilizamos como referencial a Teoria da Forma??o por Etapas das A??es Mentais e dos Conceitos de P. Ya. Galperin e seus seguintes indicadores qualitativos: forma da a??o, grau de generaliza??o, grau de consci?ncia, grau de independ?ncia e grau de solidez. A pesquisa, de natureza qualitativa, privilegiou como instrumentos de coleta de dados o registro de atividades dos licenciandos, a observa??o, o question?rio e testes diagn?sticos. No primeiro momento, foi planejado um Sistema Did?tico para o desenvolvimento da habilidade de interpretar gr?ficos cartesianos, com base nos pressupostos e etapas da Teoria de Galperin. No segundo momento, o referido Sistema foi aplicado junto aos licenciandos e o processo de forma??o da habilidade foi desenvolvido. Os resultados mostraram a possibilidade de formar a habilidade com consci?ncia do sistema de opera??es invariante, com alto grau de generaliza??o e internalizada a invariante operacional no plano mental. Os estudantes manifestaram as contribui??es positivas desse tipo de experi?ncia formativa. A pesquisa, por sua vez, revela a import?ncia de se aprofundar na compreens?o did?tica das individualidades no processo de assimila??o, segundo a Teoria de Galperin, quando se trata da atualiza??o de habilidades como parte do conhecimento profissional docente

Made available in DSpace on 2014-12-17T15:55:05Z (GMT). No. of bitstreams: 1 RobertoR_DISSERT.pdf: 1125393 bytes, checksum: 639c9308ec555425dc29f7b3bad222f8 (MD5) Previous issue date: 2014-01-31 / The diversity of fish species from South America has been affected by various anthropogenic practices. Some studies have reported the influence that illegal transferring or introduction of exotic species have on the trophic webs of continental lakes. The loss of diversity on fish populations and consequent impacts on fishery are commonly evidenced in these cases. The Brazilian Northeast has ponds for which exotic Amazonian species were transferred as Extremoz Lake. These environments serve as study models for comparison and investigation about the possible impacts of these introductions. We tested the hypothesis that loss of species that this trend can be related with the insertion of the genus Cichla, commonly documented as top predator in its endemic environment. Possible structural causes that interfere in other processes such as migration were also investigated. Thus, the local ecological knowledge of fishermen and a current ecotrophic model were used. We took samples of phytoplankton, zooplankton and fishes during two annual cycles. Concurrently, we made interviews with the fishing community. In fact, there are relations between the loss of fish and the insertion of peacock bass in Extremoz Lake. However, Cichla kelberi was not indicated as primary factor to explain fish species decline. The construction of bridges located in the Rio Doce was main factor for respondents and what explains loss of species. The migration of saltwater fish and / or from the river to Extremoz Lake is hindered by the unsuitability of the crossing-streams that are under these structures. According to the ecotrophic model Hoplias malabaricus was considered key-species and Cichla kelberi top predator. This last trend was similarly noticed in the stomach and local ecological knowledge of fishermen analysis. Overfishing simulations to Cichla kelberi resulted that only raising its captures in 200%, other native species would increase their biomass values only 15 to 30% (in 6 years).The negative effects of the alien species introduction without prior studies and lack of investments in appropriating these constructions to the needs of the fish fauna structures seem to act simultaneously. Both are causing the decline of fish species richness and consequent local artisanal fishery collapse / A diversidade de esp?cies de peixes da Am?rica do Sul vem sendo afetada por diversas pr?ticas antr?picas. Alguns estudos t?m documentado os efeitos resultantes destas transfer?ncias ilegais de esp?cies ex?ticas. A perda de riqueza da ictiofauna e consequente desarticula??o da pesca t?m sido evidenciadas nestes casos. O nordeste brasileiro apresenta lagoas para as quais foram transferidas esp?cies ex?ticas amaz?nicas, como a Lagoa de Extremoz. Estes ambientes servem como modelos de estudo para fins de compara??o e investiga??o dos poss?veis impactos decorrentes destas introdu??es. Testamos a hip?tese de que a perda de riqueza da ictiofauna e consequente desarticula??o da pesca artesanal exibem rela??o com a inser??o do g?nero Cichla, comumente documentado como predador de topo em seu ambiente end?mico. Poss?veis causas estruturais que interferissem em outros processos, como os de migra??o, tamb?m foram investigadas. Para tanto, o conhecimento ecol?gico local dos pescadores e um modelo ecotr?fico atual foram utilizados. Durante dois ciclos anuais, efetuamos amostragens de fitopl?ncton, zoopl?ncton e peixes. Concomitantemente, efetuamos entrevistas com a comunidade de pescadores. Segundo os resultados obtidos, pode-se inferir que existe um padr?o de queda de riqueza das esp?cies de peixes da lagoa de Extremoz. Por?m, Cichla kelberi n?o foi indicado como fator principal para que este decl?nio viesse a ocorrer. A constru??o de pontes, localizadas no Rio Doce, foi apontada pelo conhecimento ecol?gico local como fator prim?rio para que o n?mero de esp?cies diminu?sse neste ambiente. A migra??o de peixes de ?gua salgada e/ou provenientes do Oceano Atl?ntico para a Lagoa de Extremoz parece ter sido impedida com os impactos causados por estas obras c?veis, especialmente no que diz respeito ? inadequa??o das manilhas ?s necessidades da ictiofauna. Segundo o modelo ecotr?fico, Hoplias malabaricus foi considerada esp?cie-chave e Cichla kelberi predador de topo, tend?ncia similarmente obtida nas an?lises estomacais e atrav?s do conhecimento ecol?gico local dos pescadores. Simula??es de sobre pesca para o tucunar? indicaram inviabilidade em rela??o ao aumento da captura desta esp?cie. Em 6 anos, mesmo aumentando a pesca de tucunar? em 200%, outras esp?cies poderiam aumentar sua biomassa somente em 15 e 30%. A influ?ncia negativa da inser??o de esp?cies ex?ticas sem estudo pr?vio para determinados ambientes e a falta de investimento em estruturas adequadas ?s necessidades da ictiofauna parecem atuar simultaneamente, causando o decl?nio da riqueza de esp?cies e consequente colapso da pesca artesanal local

Made available in DSpace on 2014-12-17T15:06:55Z (GMT). No. of bitstreams: 1 MariaERS_DISSERT.pdf: 1409095 bytes, checksum: 47d94589cef732af65add0f419e0a74b (MD5) Previous issue date: 2012-03-06 / This study presents the results of a survey conducted in the area of English for Specific Purposes (ESP) in order to identify (1) the learning needs of students in a course in Tourism, their desires and lacks, at a federal university, with respect to use of English; (2) the needs of the present situation of teachers and the coordinator of that course as to the language; (3) the needs of the target situation of professionals (graduates) and companies with respect to this language. This research is a case study (STAKE, 1998; YIN, 2009) and was used for data collection, instruments such as questionnaires, semi-structured interviews, and document on the Tourism Course. To this end, it was adopted the theoretical basis for the constructs of English for Specific Purposes (ESP) Ingl?s para Fins Espec?ficos (IFE) in Brazil, also known as Ingl?s Instrumental, whose foundation is based on the work by Hutchinson and Waters (1987), Robinson (1991), Dudley-Evans and St. John (1998), Celani, Deyes, Holmes, Scott (2006), among others, since this work is devoted to a specific area, Tourism. Results show that students opined the ability to prioritize reading and speaking into the classroom. Professionals reported that the latter is an indispensable tool for entering the labor market, yet they feel unprepared and need to attend English language courses in private language schools. The testimony of company executives also point to this deficiency. Finally, the present situation of teachers reveals that, while advocating the use of English in the classroom, this is not because students prefer their mother tongue. There is also an evident lack of needs analysis. Eventually, the coordinator said that there is some uncertainty as to the methodology, content and language skills worked, and the lack of interaction among teachers of English. It was concluded, therefore, it is important to conduct a needs analysis so that one can redesign a course that meets the different contextual needs: students, teachers, coordination, represented by the institutional needs, and the labor market / Este estudo apresenta os resultados de uma pesquisa desenvolvida na ?rea de Ingl?s para Fins Espec?ficos (IFE) com o objetivo de identificar (1) as necessidades de aprendizagem dos alunos de um curso de Turismo, seus desejos e car?ncias, numa universidade federal, quanto ao uso do ingl?s; (2) as necessidades da situa??o atual dos professores e do coordenador do referido curso quanto ao idioma; (3) as necessidades da situa??o-alvo dos profissionais (egressos) e empresas com rela??o a essa l?ngua. Esta pesquisa ? um estudo de caso (STAKE, 1998; YIN, 2009) e foram utilizados, para levantamento dos dados, como instrumentos de coleta: question?rios, entrevistas semiestruturadas, al?m de documento sobre o curso de Turismo. Para tanto, foram adotados como aporte te?rico os construtos do English for Specific Purposes (ESP) Ingl?s para Fins Espec?ficos (IFE) tamb?m conhecido no Brasil como Ingl?s Instrumental, cuja fundamenta??o baseia-se nos trabalhos de Hutchinson e Waters (1987), Robinson (1991), Dudley-Evans e St. John (1998), Celani, Deyes, Holmes, Scott (2006), dentre outros, visto que este trabalho ? voltado para uma ?rea espec?fica, o turismo. Os resultados demonstram que os alunos opinaram pela habilidade em leitura e priorizaram a oralidade em sala de aula. Os egressos relataram que esta ?ltima ? uma ferramenta indispens?vel para sua entrada no mercado de trabalho; mesmo assim, sentem-se despreparados, necessitando frequentar escolas de l?ngua. O depoimento dos dirigentes de empresas tamb?m aponta para essa defici?ncia. Por ?ltimo, a situa??o atual dos professores denota que, embora defendam o uso da l?ngua inglesa em sala de aula, isso n?o acontece, porque os alunos preferem a l?ngua materna. Tamb?m ficou evidenciada a inexist?ncia de an?lise de necessidades. Por fim, a coordenadora informou que h? certa indefini??o quanto ? metodologia, aos conte?dos e ?s habilidades lingu?sticas trabalhadas, al?m da falta de intera??o entre os professores de ingl?s. Conclui-se, portanto, que ? relevante realizar uma an?lise de necessidades para que se possa redesenhar um curso que atenda ?s diferentes necessidades contextuais: de alunos, professores, coordena??o, representada pelas necessidades institucionais, profissionais e o mercado de trabalho

Made available in DSpace on 2014-12-17T15:07:19Z (GMT). No. of bitstreams: 1 MariaKM_TESE.pdf: 3038556 bytes, checksum: 959c362d0d49e946b855e4fe4d1d94e9 (MD5) Previous issue date: 2014-02-04 / This research has as its theoretical and methodological assumptions (1) the Narrative Inquiry (CLANDININ; CONNELLY, 2011), (2) the Systemic Functional Grammar (HALLIDAY, 1985, 1994; THOMPSON, 2002; EGGINS, 1994; HALLIDAY; MATTHIESSEN, 2004) and (3) the English for Specific Purposes Approach (ESP - HUTCHINSON; WATERS, 1987; CELANI, 2005; RAMOS, 2005), and its overall objective is to survey the meanings construed by the participants who are ESP practitioners and have not received a specific education to teach this approach at their undergraduation. The field texts and therefore the analises were divided into two distinct groups: the first with data generated from a questionnaire applied to nine professors from a federal university in the northeast of Brazil, which contains open and closed questions about their training and their experiences in teaching ESP; the second group, focusing this time on the experiences of three professors from the first group who were still teaching ESP, with data generated from interviews with these participants in addition to the data generated from their autobiographies and from the researcher?s as well. The computational tool WordSmith Tools 6.0 (SCOTT, 2012) was used to select, organize, and quantify data to be analyzed in the first group of texts, identifying the types of Processes and Participants through the Transitivity System (HALLIDAY; MATTHIESSEN, 2004). The Processes which were more used by the professors in the questionnaire were the Material, followed by the Relational and then the Mental ones, indicating that most professors reported their actions related to the teaching of ESP, rated or evaluated the approach, their training to teach it and their experiences, hence, rarely showing their thoughts and emotions about teaching ESP. Most of the nine professors say they carry out needs analysis, but not all do it according to the authors cited by them or the ones that are considered a reference in this area, such as the ones used in this research as reference. Similarly, their definitions and conceptions of ESP, in most cases, differed from these authors. All the professors claim not having had specific education to teach ESP at the undergraduation. When examining the stories of the four teachers, in the second group of the field texts, based on meaning composition according to Ely, Vinz, Downing and Anzul (2001), it was revealed that the kind of knowledge they report using when they teach ESP is related to their Personal Practical Knowledge and their Professional Knowledge (ELBAZ, 1983; CLANDININ, 1988). In their autobiographies, metaphors were also identified and they represent their concepts of teaching and being a teacher. Through this research, we hope to contribute to the understanding of what teaching ESP might mean for professors in the researched context and also to the continuing education of ESP practitioners, as well as to a review of the curricula in the English language undergraduate courses and of the role of ESP in the training of these professionals / A presente pesquisa tem como pressupostos te?rico-metodol?gicos (1) a Pesquisa Narrativa (PN CLANDININ; CONNELLY, 2011), (2) a Gram?tica Sist?mico-Funcional (GSF HALLIDAY, 1985, 1994; THOMPSON, 2002; EGGINS, 1994; HALLIDAY; MATTHIESSEN, 2004) e (3) a abordagem de ensino de Ingl?s para Fins Espec?ficos (IFE HUTCHINSON; WATERS, 1987; CELANI, 2005; RAMOS, 2005), com o objetivo geral de fazer um levantamento dos sentidos constru?dos pelos professores participantes sobre o IFE, a forma??o espec?fica que receberam para ministr?-lo e a sua experi?ncia em ensin?-lo no n?vel superior. Os textos de campo e, por conseguinte, as an?lises, foram organizados em dois grupos distintos: o primeiro com dados gerados a partir de um question?rio aplicado a nove professores de uma institui??o p?blica no nordeste brasileiro, contendo perguntas abertas e fechadas a respeito de sua forma??o e de suas experi?ncias em ministrar a disciplina de Ingl?s Instrumental e o segundo grupo, a partir do enfoque nas experi?ncias de tr?s professoras do primeiro grupo que continuavam ensinando IFE, com dados gerados por entrevistas com essas participantes e por suas autobiografias, al?m dos dados gerados pela autobiografia da pr?pria pesquisadora, tamb?m participante da pesquisa. Foi usada a ferramenta computacional WordSmith Tools 6.0 (SCOTT, 2012) para selecionar, organizar e quantificar os dados a serem analisados no primeiro grupo de textos, identificando-se os tipos de Processos e os Participantes, pelo Sistema de Transitividade (HALLIDAY; MATTHIESSEN, 2004), sendo que os Processos mais usados pelos professores no question?rio foram os Materiais, seguidos dos Relacionais e em terceiro lugar os Mentais, indicando que a maioria relatou mais suas a??es com rela??o ao ensino de IFE, classificou ou definiu a abordagem, sua forma??o e suas experi?ncias do que demonstrou seus pensamentos e emo??es a respeito de ensinar IFE. A maioria dos nove professores afirma fazer a an?lise de necessidades, mas nem todos a fazem de acordo com o que estabelecem os autores por eles citados ou outros autores considerados refer?ncia nessa ?rea, tais como os que usamos nesta pesquisa. Do mesmo modo, suas defini??es e concep??es sobre IFE, na maioria das vezes, diferem das desses autores. Todos os professores participantes alegam n?o ter tido forma??o espec?fica para ensinar IFE na licenciatura. Ao analisar os relatos das quatro professoras do segundo grupo de textos de campo, com base na composi??o de sentidos segundo Ely, Vinz, Downing e Anzul (2001), percebeu-se que o tipo de conhecimento que estas referem usar para ministrar IFE est? relacionado ao Conhecimento Pr?tico Pessoal e ao Conhecimento Profissional (ELBAZ, 1983; CLANDININ, 1988). Em seus relatos, foram identificadas tamb?m imagens que representam suas concep??es a respeito de ensinar e ser professora. Esperamos, atrav?s desta pesquisa, contribuir tanto para a compreens?o do que pode significar ensinar IFE para os professores do contexto pesquisado, como para a forma??o continuada de professores de IFE, assim como para uma revis?o nos curr?culos de Letras e do papel do IFE na forma??o do professor de l?ngua inglesa