Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-23T19:41:34Z No. of bitstreams: 1 CarmeliaPereiraDeLima_DISSERT.pdf: 1406780 bytes, checksum: a12d43191504887f8ff2173ff6a1f6f6 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-27T18:24:51Z (GMT) No. of bitstreams: 1 CarmeliaPereiraDeLima_DISSERT.pdf: 1406780 bytes, checksum: a12d43191504887f8ff2173ff6a1f6f6 (MD5) / Made available in DSpace on 2016-06-27T18:24:51Z (GMT). No. of bitstreams: 1 CarmeliaPereiraDeLima_DISSERT.pdf: 1406780 bytes, checksum: a12d43191504887f8ff2173ff6a1f6f6 (MD5) Previous issue date: 2015-09-02 / A pesquisa desenvolvida consistiu em investigar como os alunos do Ensino Fundamental se comportam diante de uma proposta pluril?ngue, baseada na intercompreens?o de l?nguas rom?nicas com textos liter?rios em sala de aula. A fundamenta??o te?rica prioriza autores que consideram a leitura do texto liter?rio como uma ferramenta essencial para a forma??o das habilidades de leitura e escrita dos alunos, tais como: Amarilha (1997; 2003; 2007), Resende (1993), Kleiman, (1999), Villardi (1997), Aguiar (1991), Perrone-Mois?s (2000), Lajolo (1993), Zilberman (1991), Cosson (2006), al?m de Andrade, Melo-Pfeifer, Santos, (2009), S?; De Carlo; Antoine (2011), Alas Martins (2014), Doy? (2005), Gomes-Sousa, (2013), entre outros no ?mbito da Intercompreens?o de l?nguas e do plurilingu?smo. Como recursos metodol?gicos para a pesquisa, utilizamos question?rios e o desenvolvimento e aplica??o de atividades de intercompreens?o de textos liter?rios representativos de tr?s l?nguas rom?nicas (Espanhol, Franc?s e Italiano), al?m da observa??o participante das aulas com alunos do 8? ano do Ensino Fundamental de uma escola da rede p?blica da cidade do Natal (RN). Os alunos puderam ler e (inter)compreender alguns textos da literatura cl?ssica nas referidas l?nguas latinas e em Portugu?s, cujos t?tulos abrangeram ?D. Quixote de la mancha? de Miguel de Cervantes; ?O pequeno pr?ncipe? de Antoine de Saint-Exup?ry; e ?Pin?quio? de Carlo Collodi. A an?lise dos dados obtidos mostra que os alunos compreenderam as aulas com textos pluril?ngues como algo al?m do ensino da estrutura da l?ngua, despertando para o conhecimento de novas l?nguas e culturas, tendo a diversidade lingu?stica como motiva??o no momento da compreens?o e a literatura como elemento transformador para a forma??o cidad? dos alunos. / The developed research aimed to investigate how students behave on elementary school in a plurilingual context, based on Intercomprehension of Romanic Languages with literary texts in the classroom. The theoretical framework prioritizes authors who consider reading literary text as an essential tool to the formation of reading and writing skills for students, such as: Amarilha (1997; 2003; 2007), Resende (1993), Kleiman, (1999), Villardi (1997), Aguiar (1991), Perrone-Mois?s (2000), Lajolo (1993), Zilberman (1991), Cosson (2006), Andrade, Melo-Pfeifer, Santos, (2009), S?; De Carlo; Antoine (2011), Alas Martins (2014), Doy? (2005), Souza, (2013), and others, according to the intercomprehension approach and plurilingualism. We use questionnaires as a methodological resources for this research, and we applied some activities that was developed based on intercomprehension from literary texts which represent three types of Romanic languages (Spanish, French and Italian), in addition to the participant observation in classes with students of the 8th grade from an elementary public school in the city of Natal (RN). The students could read and (inter) understand some texts of classic literature in those Latin languages and also in Portuguese, whose titles include ?D. Quixote de la mancha? by Miguel de Cervantes; ?O pequeno pr?ncipe? by Antoine de Saint-Exup?ry; and ?Pin?quio? by Carlo Collodi. The data analysis shows that students understood the lessons with plurilingual texts as something which goes beyond the structure of language teaching, awakening themselves to the knowledge of new languages and cultures, and linguistic diversity as motivation at the time of understanding and literature as transforming element to Citizen formation of students.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-01T21:02:07Z No. of bitstreams: 1 AnaCatarinaDeMeloSilva_DISSERT.pdf: 2201130 bytes, checksum: 6eed6eec8c84ccc4529f0f0977fdbafa (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-06T22:15:10Z (GMT) No. of bitstreams: 1 AnaCatarinaDeMeloSilva_DISSERT.pdf: 2201130 bytes, checksum: 6eed6eec8c84ccc4529f0f0977fdbafa (MD5) / Made available in DSpace on 2017-11-06T22:15:10Z (GMT). No. of bitstreams: 1 AnaCatarinaDeMeloSilva_DISSERT.pdf: 2201130 bytes, checksum: 6eed6eec8c84ccc4529f0f0977fdbafa (MD5) Previous issue date: 2017-07-25 / A intercompreens?o ? uma pr?tica comunicativa secular. Esse processo natural ? sistematizado cientificamente nos anos 1990, per?odo a partir do qual a teoria ? apresentada entre as abordagens plurais e inserida na Did?tica do plurilinguismo. No eixo educacional, os projetos pluril?ngues ajudam a diversificar o ensino, pois proporcionam a integra??o das diversas ?reas do conhecimento al?m de promover o respeito entre as l?nguas-culturas. Nessa perspectiva, como as a??es direcionadas ? intercompreens?o v?m sendo conduzidas no contexto brasileiro e, mais particularmente, no plano norte-rio-grandense? Esta pesquisa tem por objetivo geral identificar que a??es j? foram realizadas em prol da intercompreens?o nos ?mbitos nacional e local a fim de focalizar as repercuss?es iminentes no cen?rio educativo potiguar. Este estudo de finalidade explorat?ria e descritiva (GERHARDT e SILVEIRA, 2009), tamb?m estruturado em conson?ncia com os novos olhares da Lingu?stica Aplicada (RAJAGOPALAN, 2003 e MOITA LOPES, 2013, 2016), toma como instrumentos o question?rio e a entrevista semi-diretiva (QUIVY e CAMPENHOUDT, 1998). Os procedimentos anal?ticos baseiam-se na an?lise de conte?do (BARDIN, 1979), assim como no pr?prio referencial te?rico apresentado, cuja abrang?ncia integra intercompreens?o, educa??o e forma??o docente: Beacco et al, 2015; Cadd?o e Jamet, 2013; Capucho, 2013; De Carlo, 2010; Escud?, 2011; Martins, 2014; Meissner, 2008; Mu?oz e Burgos, 2013; Freire, 2011; Saviani, 2009; Gadotti, 2012; N?voa, 2009, 2012; Palma Filho, 2010, entre outros. Os sujeitos de pesquisa prov?m de tr?s grupos: professores de universidades brasileiras (I); participantes do I Col?quio de Intercompreens?o de Natal e alunos da UFRN inscritos na disciplina Intercompreens?o de L?nguas Rom?nicas (II) e profissionais da Educa??o B?sica atuantes na rede municipal de ensino p?blico (III). Os resultados apontam para a expans?o de a??es em prol da intercompreens?o tanto em ambiente acad?mico quanto em espa?o escolar, sobretudo por meio de parcerias entre universidades e Secretarias de Educa??o. Entre as pesquisas j? realizadas ou em curso, percebe-se um contingente significativo de delimita??es voltadas ? sala de aula. A partir desses resultados, pode-se concluir que este estudo contribui n?o s? para divulgar a intercompreens?o como para abrir caminhos a novas investiga??es acerca do tema. Afinal, os dados apontam para a possibilidade de multiplicar os intercompreendedores norte-rio-grandenses, tomando-se por base as primeiras repercuss?es j? destac?veis no contexto da educa??o potiguar. / Intercomprehension is a centuries-old communicative practice. This natural process was scientifically turned into a system during the 1990?s, and thenceforth presented amongst the plural approaches and inserted into the Didactics of plurilingualism. In the educational domain, plurilingual projects help to diversify teaching, as they allow for the integration of the multiple areas of knowledge and promote mutual respect amongst languages/cultures. Under this perspective, how are actions directed at intercomprehension being carried out within the Brazilian context and, more specifically, within that of the Brazilian state of Rio Grande do Norte? This research aims generally at identifying actions already carried out in favor of intercomprehension on national and local levels, in order to focus on the imminent repercussions for the state educational scenario. This research, which has an exploratory and descriptive goal (GERHARDT and SILVEIRA, 2009), and which is also structured following the new perspectives from Applied Linguistics (RAJAGOPALAN, 2003 and MOITA LOPES, 2013, 2016), uses as tools the questionnaire and the semi-directive interview (QUIVY and CAMPENHOUDT, 1998). The analytical procedures are based on content analysis (BARDIN, 1979), as well as on the theoretical references presented, the scope of which integrates intercomprehension, education and teacher education: Beacco et al, 2015; Cadd?o and Jamet, 2013; Capucho, 2013; De Carlo, 2010; Escud?, 2011; Martins, 2014; Meissner, 2008; Mu?oz and Burgos, 2013; Freire, 2011; Saviani, 2009; Gadotti, 2012; N?voa, 2009, 2012; Palma Filho, 2010, amongst others. The subjects of the research come from three groups: professors from Brazilian universities (I); participants in the I Col?quio de Intercompreens?o de Natal (1st Intercomprehension Colloquy in Natal) and UFRN students enrolled in the Intercomprehension for Romance Languages course (II), and Elementary Education professionals working at municipal public schools (III). Results point to an expansion of actions favoring intercomprehension in the academia as well as in schools, most of all through partnership between universities and secretariats of education. Amongst ongoing or already concluded researches one can observe a significant amount of delimitations focused on the classroom. From these results one can conclude that this research contributes not only to promote intercomprehension but also to pave the way to new investigations on the theme. After all, data points to the possibility of a multiplication in the number of intercomprehenders in the state of Rio Grande do Norte as we consider the first marked repercussions in the context of that state education.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-14T19:47:40Z No. of bitstreams: 1 MariaCarolinaLugaroIzuibejeres_DISSERT.pdf: 1688362 bytes, checksum: c0f1079b41d31f05fe21912a25809dfd (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-15T21:33:38Z (GMT) No. of bitstreams: 1 MariaCarolinaLugaroIzuibejeres_DISSERT.pdf: 1688362 bytes, checksum: c0f1079b41d31f05fe21912a25809dfd (MD5) / Made available in DSpace on 2016-06-15T21:33:38Z (GMT). No. of bitstreams: 1 MariaCarolinaLugaroIzuibejeres_DISSERT.pdf: 1688362 bytes, checksum: c0f1079b41d31f05fe21912a25809dfd (MD5) Previous issue date: 2015-08-26 / Os Par?metros Curriculares Nacionais de L?ngua Estrangeira orientam para um ensino de l?nguas que tenha como objetivo a comunica??o lingu?stica e intercultural de modo a contribuir com a forma??o reflexiva dos alunos. Com esse fim foi realizado um Interc?mbio Virtual unindo lugares t?o distantes como C?rdoba, na Argentina, e Natal no Brasil, entre alunos de Ensino M?dio de dois col?gios de C?rdoba e um de Natal, atrav?s da plataforma Moodle e do Facebook. O interc?mbio teve sua origem nas diretrizes da Intercompreens?o em L?nguas Rom?nicas (IC), no caso entre o portugu?s e o espanhol, no qual cada aluno se comunica na sua pr?pria l?ngua e faz um esfor?o para entender a do outro em um processo colaborativo que transcende os limites do puramente lingu?stico, fazendo com que o aluno perceba a sua realidade perante a diferen?a. Este estudo qualitativo de cunho etnogr?fico busca conhecer em que medida a aplica??o de projetos diferenciados aumenta o interesse dos alunos pela l?ngua estudada. Procuramos, tamb?m, desenvolver a compet?ncia intercultural de nossos jovens e promover o respeito por culturas diferentes. Em se tratando de alunos argentinos e brasileiros, tentamos promover uma reflex?o sobre as representa??es sociais e procurando destruir estere?tipos existentes entre as duas sociedades. Como recursos metodol?gicos, utilizamos entrevistas, question?rios e atividades de intercompreens?o durante o projeto, al?m da observa??o participante das intera??es entre os alunos de ambos os pa?ses. Acreditamos estar contribuindo para a forma??o integral do aluno como cidad?o cr?tico e reflexivo da sua postura perante o mundo, o que deve ser um dos objetivos da educa??o formal segundo os Par?metros Curriculares Nacionais. Nossa fundamenta??o te?rica baseia-se na Intercompreens?o de L?nguas Rom?nicas (IC) como did?tica do plurilinguismo, (JAMET E SPI?? 2010; ARA?JO E S? et al., 2003; CAPUCHO, 2010; ANDRADE et al., 2003), em algumas teorias sobre interculturalidae e identidade (Vallespir, 1999; DUARTE & SANCHES, 2004; REVUZ, 1998; SILVA, 2000; CHAU? 2006; SERRANI-INFANTE 1998), de motiva??o e aprendizagem de L2 (DECI & RYAN, 1985; D?RNYEI e OTT?, 1998; D?RNYEI, 2000, 2001; 2011) e na Teoria da Aprendizagem Significativa (AUSUBEL, 1968). Nossos resultados mostram um aumento na motiva??o dos alunos nas aulas de espanhol quando em contato com a l?ngua alvo atrav?s de atividades din?micas em um contexto de IC. Al?m disso, percebemos que a reflex?o sobre a cultura dos argentinos auxiliou na desconstru??o de representa??es culturais pr?- existentes. Palavras-chave: Interc?mbio virtual. Intercompreens?o de l?nguas rom?nicas. Interculturalidade. Motiva??o. Portugu?s. Espanhol. / The official documents that guide the teaching and learning process of a Foreign Language in Brazil, Par?metros Curriculares Nacionais de L?ngua Estrangeira, suggest a linguistic and intercultural communication as the main objective of teaching a foreign language inorderto contribute withareflexive formation of the students.Toachieve this goal, a Virtual Interchange was realized connecting distant places like C?rdoba, in Argentina, and Natal in Brazil, between High School students through Moodle platform and Facebook. The Interchange is based in the Intercomprehension in Romance Languages(IC) guidelines, inthiscase between Portuguese and Spanish, according to which every student speaks their own language and makes an effort to comprehend the others througha collaborative process thatgo es beyond the limits of mere linguistic objectives and favors the students? reality acceptance before the diversity. This qualitative study with thno graphic characteristic stries to know whe ther differentiate projects can increase students? interest to learn the target language. It was also set as an aim of this study to develop the intercultural competence of our students and foster the respect for different cultures. In the case of Argentinian and Brazilian students, wetried to promote reflection about social representation trying to destroy stereotypes between both groups. As methodological resources, we used interviews, questionnaires and intercomprehension activities during the Project, as well as a participant observation of the interactions betweenthe students of both countries.Webe lieve tobe contributing towards the integral formation ofth student asacriticalcitizenthatthinksa bouttheir posture before the world, which is one of the formal education aims according to Par?metros Curriculares Nacionais. Our theoretical foundation is based on Intercomprehension in Romance Languages (IC) as a plurilingualism didactics, (JAMET AND SPI?? 2010; ARA?JO AND S? et al., 2003; CAPUCHO, 2010; ANDRADE etal.,2003), some the oriesaboutinter culturalisman didentity(Vallespir, 1999;DUARTE&SANCHES,2004; REVUZ,1998;SILVA,2000;CHAU?2006; SERRANI-INFANTE 1998), motivation and second language learning (DECI & RYAN, 1985; D?RNYEI AND OTT?, 1998; D?RNYEI, 2000, 2001; 2011) and Significant Learning Theory (AUSUBEL, 1968). The results show an increase of students? motivation when in contact with the target language through dynamic activities in an IC context. Moreover, we noticed that a deeper thinking aboutthe Argentinian culture helped to deconstruct previous cultural representation.

Made available in DSpace on 2014-12-17T15:06:47Z (GMT). No. of bitstreams: 1 LeoSF.pdf: 504692 bytes, checksum: e9ed8970e5326f3dc76a1e7d96ff479e (MD5) Previous issue date: 2010-02-26 / This paper aims, starting with the studies of languages in contact and communicative competence, to locate and describe the interlanguage, a linguistic phenomenon observed in the interaction between beach sellers and foreign tourists. We seek to discover whether those interacting use some kind of pidgin, or some code as a lingua franca. We also seek to identify the manner in which the features of communicative competence are presented by analyzing the various competences that composes it - linguistic, sociolinguistic, pragmatic and psycholinguistic. The analysis of speech acts, the maxims and conversational implicatures given in the corpus were important to verify whether those interacting were successful in their attempt at multilingual intercomprehension. / Este trabalho tem por objetivo, a partir dos estudos de l?nguas em contato e de compet?ncia comunicativa, situar e descrever a interlinguagem, fen?meno lingu?stico observado na intera??o entre vendedores de praia e turistas estrangeiros. Buscamos responder se os interactantes usam alguma esp?cie de p?dgin, ou seja, algum c?digo como l?ngua franca. Procuramos tamb?m identificar o modo como a compet?ncia comunicativa se apresenta atrav?s da an?lise das diversas compet?ncias que a comp?e - lingu?stica, sociolingu?stica, pragm?tica e psicolingu?stica. A an?lise dos atos de fala, das m?ximas e das implicaturas conversacionais apresentadas no corpus foram importantes para verificar se os interactantes foram felizes em sua tentativa de intercompreens?o multil?ngue

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-13T18:45:38Z No. of bitstreams: 1 JanainaMichelleFrancaDeOliveira_DISSERT.pdf: 6721196 bytes, checksum: dfbcc4895d29fcf51120610282be1f4e (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-13T21:41:56Z (GMT) No. of bitstreams: 1 JanainaMichelleFrancaDeOliveira_DISSERT.pdf: 6721196 bytes, checksum: dfbcc4895d29fcf51120610282be1f4e (MD5) / Made available in DSpace on 2017-02-13T21:41:56Z (GMT). No. of bitstreams: 1 JanainaMichelleFrancaDeOliveira_DISSERT.pdf: 6721196 bytes, checksum: dfbcc4895d29fcf51120610282be1f4e (MD5) Previous issue date: 2016-07-28 / ? incontest?vel que o ensino de l?nguas desempenha um papel importante na vida do indiv?duo, como apontam documentos oficiais brasileiros e internacionais. O estudo da l?ngua inglesa e culturas angl?fonas, assim como de qualquer outro idioma, deve possibilitar a promo??o de maior abertura a diferentes formas de estruturar o mundo, possibilidades e oportunidades de agir no mundo de forma cr?tica (PCNs, 1999). Esta pesquisa trata da Intercompreens?o de L?nguas Rom?nicas (ILR) como uma proposta para o ensino-aprendizagem da l?ngua inglesa (LI) na Educa??o de Jovens e Adultos (EJA) e tem por objetivo valorizar as potencialidades dos aprendizes como elemento facilitador e motivador da aprendizagem de l?nguas estrangeiras e do olhar sobre si. O envolvimento da pesquisadora em elaborar e p?r em pr?tica um curso pluril?ngue foi determinante para caracterizar o estudo como uma Pesquisa-a??o Participante (THIOLLENT, 2011; GRAY, 2012; FRANCO, 2005). Nove alunos da EJA do Instituto Federal do Rio Grande do Norte (IFRN) participaram do estudo e realizaram atividades pluril?ngues envolvendo quatro l?nguas estrangeiras (espanhol, italiano, franc?s e ingl?s) durante um semestre. O corpus da pesquisa ? constitu?do por dados quantitativo-qualitativos que foram coletados por meio de question?rios semiestruturados, ?udios, entrevistas, notas de campo, produ??o dos alunos das atividades pluril?ngues e protocolo verbal (COHEN, 1996). Para nos orientar na elabora??o do curso pluril?ngue e na an?lise e discuss?o dos dados, utilizamos, como aporte te?rico geral sobre o ensino de l?nguas estrangeiras, os PCNs (1999), as OCNs (2006), o QECR (2001) e o FREPA/CARAP (2010). Tamb?m recorremos aos pressupostos da intercompreens?o (IC) entre l?nguas aparentadas (DEGACHE, 2012; DOY?, 2005, 2007; ARA?JO E S?, 2013; SANTOS, 2010; CAPUCHO, 2010; MELO; SANTOS, 2008; JAMET; SPIT?, 2010; ESCUD?; JANIN, 2010, CADD?O; JAMET, 2013, dentre outros). Por buscarmos valorizar as potencialidades dos aprendizes por meio da compreens?o escrita, utilizamos as estrat?gias de aprendizagem categorizadas por O?Malley e Chamot (1995) e a teoria sobre estrat?gias e modelos de leitura (SOL?, 1998; SMITH, 1999, KLEIMAN, 2013; PERFETTI, 1999, 2007; ALONSO; MATEOS, 1985). A elabora??o e a execu??o do curso pluril?ngue, al?m do apoio te?rico j? citado, foram baseadas na teoria sociointeracionista de Vygotsky (VYGOTSKY, 2007; BASTOS, 2014; OLIVEIRA, 1992), do Filtro Afetivo de Krashen (1982, 1985) e da aprendizagem significativa (MOREIRA; MASINI, 2001; MOREIRA, 2010, 2011). Quanto aos resultados, eles sugerem que para perceber o conhecimento em LI como significativo os aprendizes precisam, dentre outros fatores, ter maior autonomia e uma concep??o menos idealizada sobre a aprendizagem de l?nguas estrangeiras. A pesquisa tamb?m indica que a proximidade lingu?stica e a observa??o do uso de estrat?gias na ILR contribu?ram para a leitura de textos em LI, causando nos aprendizes maior valoriza??o de suas potencialidades, aumento da autoconfian?a para compreender textos em l?nguas rom?nicas e em l?ngua inglesa, como tamb?m parece ter contribu?do para a mudan?a de atitude. / It is undeniable that language teaching plays an important role in one?s life as Brazilian and international official documents affirm. The study of English language and anglphone cultures, or any other language, should promote a greater openness to different ways of structuring the world, as well as possibilities and opportunities to act critically in the world (PCNs, 1999). This research focuses on the Intercomprehension of Romance Languages (IRL) as a suggestion for the teaching and learning of the English language in the Young Adult and Adult Education Program (Educa??o de Jovens e Adultos - EJA) and aims to enhance learners? potential to facilitate and motivate foreign language learning and self-perception. The involvement of the researcher to formulate and implement a plurilingual course was crucial to characterize the study as a Participatory Action Research (THIOLLENT, 2011; GRAY, 2012; FRANCO, 2005). Nine students of the Federal Institute of Rio Grande do Norte (IFRN)?s EJA participated in the study and did plurilingual activities involving four languages (Spanish, Italian, French and English) for a semester. The corpus of the research consists of quantitative and qualitative data collected through semi-structured questionnaires, audios, interviews, field notes, students? plurilingual worksheet answers and verbal protocol (COHEN, 1996). In order to guide us in the formulation and execution of the plurilingual course and in the data analysis, we used, as a general theoretical framework for the teaching of foreign languages, the PCNs (1999), OCNs (2006), CEFR (2001) and FREPA/CARAP (2010). We also used the intercomprehension between related languages? theoretical basis (DEGACHE, 2012; DOY?, 2005, 2007; ARA?JO e S?, 2013; SANTOS, 2010; CAPUCHO, 2010; MELO; SANTOS, 2008; JAMET; SPIT?, 2010; ESCUD? ; JANIN, 2010 CADD?O; JAMET, 2013, among others) to support the research. As we sought to value the potential of learners through reading comprehension, we used the learning strategies categorized by O'Malley and Chamot (1995) and the theory of reading strategies and models (SOL?, 1998; Smith, 1999 KLEIMAN, 2013; PERFETTI 1999, 2007; ALONSO; MATEOS, 1985). The preparation and implementation of the plurilingual course, besides the theoretical support already mentioned, were also based on the sociointeractionist theory of Vygotsky (VYGOTSKY, 2007; BASTOS, 2014; OLIVEIRA, 1992), Krashen ?s affective filter (1985, 2009), and meaningful learning theory (MOREIRA; MASINI, 2001; MOREIRA, 2010, 2011). Results suggest that to help students realize that their English language knowledge is meaningful, among other factors, they need to have greater autonomy and a less idealized notion of foreign language learning. The research also indicates that the linguistic proximity and the observation of the use of strategies in IRL contributed to the reading proficiency of texts in English, fomenting in learners a greater appreciation of their potential, and an increase self-confidence to understand texts in Romance languages, and in English, as well as, seemed to have contributed to changing students? attitudes about foreign language learning.

Made available in DSpace on 2014-12-17T15:07:19Z (GMT). No. of bitstreams: 1 RudsonEGS_TESE.pdf: 3913839 bytes, checksum: 4e46f62ffc9f1592a99a5b010993ac51 (MD5) Previous issue date: 2013-11-04 / This exploratory study aims to present some readings as Doy? (2003), Carrasco Perea (2003), Melo Ara?jo e S? (2004), Chavagne (2009) and Alas-Martins (2010; 2011) which helped to confirm some ways for showing that a plurilingual environment can enable a trend in improving the understanding of written texts in the mother tongue, and can collaborate on a better perception of the world around a person with all their different nuances. The study describes the methodology and some results of our doctoral research that resulted in the insertion of the experimental discipline called Intercomprehension of Romanic Languages (ILR) in the curriculum in the city of Natal / RN / Brazil, and it was justified because of high functional illiteracy degree among young people up to 15 years old according to the educational data from IBGE research on 2010. The results were verified through an experimental action-research which was characterized by Lewin (1946); Nunan (1992); Thiollent (1994) and Trip (2005) in two schools: Professoara Terezinha Paulino de Lima (municipal school) and Professora Ana Julia de Carvalho Mousinho (State of Rio Grande do Norte), with 95 students from the final years of primary education. The corpus of this research was subjected to a series of condensed techniques like the nonparametric test from Kruskal and Wallis (1952) and the parametric test ANOVA as an effort to provide statistical significance to the analysis of the results indicated in the book of ILR activities. The research presented some skill views about reading comprehension of written texts according to perspective of Ringbow (1987), Giacobbe (1990), Alarc?o (1991; 2009a and 2009b), Corder (1992), Castellotti (2001) and Degache (2003), and the possibilities of transfer these skills for learning Portuguese as pointed out by Meissner, Klein and Stegmann (2004); it indicates a positive trend towards the understanding of LM according to analyzing the scores of written tests and texts by participants in solving tasks / Neste estudo explorat?rio, apresentamos algumas leituras como em Doy? (2003), Carrasco Perea (2003), Melo, Ara?jo e S? (2004), Chavagne (2009) e Alas-Martins (2010; 2011) com o objetivo de verificarmos alguns tra?os de como a abordagem pluril?ngue pode constituir-se em uma tend?ncia na melhoria da compreens?o da escrita de textos em l?ngua materna (LM), e quanto pode colaborar para uma melhor percep??o do sujeito quanto ao mundo ao seu redor com todas as suas diferentes nuances. Consiste em descrever a metodologia e alguns resultados de pesquisa que proporcionaram a inser??o experimental da disciplina denominada de Intercompreens?o de L?nguas Rom?nicas (ILR) na matriz curricular no munic?pio de Natal/RN/Brasil tendo como justificativa o elevado grau de analfabetismo funcional observado entre jovens de at? 15 anos, segundo dados do IBGE de 2010. Os resultados foram verificados por meio de pesquisa-a??o experimental mista caracterizada por Lewin (1946), Nunan (1992), Thiollent (1994) e Trip (2005) na Escola Municipal Professora Terezinha Paulino de Lima e na Escola Estadual Professora Ana Julia de Carvalho Mousinho, com 95 alunos dos anos finais do ensino fundamental. O corpus decorrente desta investiga??o foi submetido a uma s?rie de t?cnicas condensadas, como o teste n?o param?trico de Kruskal e Wallis (1952) e o teste param?trico ANOVA, em esfor?o para conferir um maior rigor ? an?lise dos resultados apontados pelo caderno de atividades de ILR. O estudo possibilitou a investiga??o de estrat?gias de compreens?o de l?nguas sob a perspectiva de autores como Ringbow (1987), Giacobbe (1990), Alarc?o (1991; 2009a e 2009b), Corder (1992), Castellotti (2001) e Degache (2003), al?m da transfer?ncia dessas compet?ncias para a aprendizagem do portugu?s como apontado por Meissner, Klein e Stegmann (2004); indicou uma tend?ncia positiva quanto ? compreens?o da LM por meio da an?lise de escores de provas e descri??es escritas realizadas pelos participantes na resolu??o de tarefas