Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-11-14T17:08:41Z No. of bitstreams: 1 DISSERTA??O ANA PAULA TOLOTTI.pdf: 922829 bytes, checksum: 3bc0026a4ea4ba6511c41b75c452e586 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-11-16T13:32:27Z (GMT) No. of bitstreams: 1 DISSERTA??O ANA PAULA TOLOTTI.pdf: 922829 bytes, checksum: 3bc0026a4ea4ba6511c41b75c452e586 (MD5) / Made available in DSpace on 2018-11-16T13:47:41Z (GMT). No. of bitstreams: 1 DISSERTA??O ANA PAULA TOLOTTI.pdf: 922829 bytes, checksum: 3bc0026a4ea4ba6511c41b75c452e586 (MD5) Previous issue date: 2018-09-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research aims to analyze and understand the writing production process from students of the 4th grade (B10), from a school in the Municipal Educational System (RME) of Porto Alegre, in Brazil, using the student?s textual productions, as well as observing the different pedagogical practices applied by their teachers in the classroom. For this study, besides highlighting three important aspects for thedevelopment of skills for the text production such as cohesion, coherence and proper use of linguistic varieties, it is also necessary to deepen the knowledge about the Pedagogical Books (Cadernos Pedag?gicos), specifically the edition number nine, that presents the Political Pedagogic Project (PPP) for Porto Alegre?s Municipal Educational System. It is important to say that this document defines the educational organization based on Learning Cycles. Due to this study, this investigation has as analysis source the Second Learning Cycle. The present work is based on a qualitative research, having as support for the data examination, the Theory of Discursive Textual Analysis (MORAES; GALIAZZI, 2011). As a theoretical contribution, it is used the studies of Jolibert (1994), Charolles (1986), Halliday (1976), Koch (2016), Koch and Travaglia (2015), among others. As relevant marks of this work, it stands out the investigation about the implications that pedagogical practices used by teachers in the classroom promote in the construction of written productions at school and the pedagogical considerations that are possible from the structures of the writings produced by their students. / Esta pesquisa objetiva analisar e compreender os processos de constru??o das produ??es escritas de alunos de turmas de B10 (4? ano) de uma escola da rede p?blica municipal de Porto Alegre, utilizando-se de suas produ??es textuais, bem como realizando a observa??o das diferentes pr?ticas pedag?gicas empregadas por seus professores em sala de aula. Para este estudo, al?m de destacar tr?s aspectos importantes para o desenvolvimento de habilidades para a produ??o de textos: a coes?o, a coer?ncia e o uso adequado das variedades lingu?sticas; fez-se necess?rio, tamb?m, aprofundar os conhecimentos a respeito dos Cadernos Pedag?gicos, especificamente, a edi??o N? 9, que apresenta a Proposta Pol?tico-Pedag?gica (PPP) da Rede Municipal de Ensino (RME) de Porto Alegre. Cabe destacar que esse documento define a forma de organiza??o do ensino baseada nos Ciclos de Forma??o. Em decorr?ncia desse estudo, esta investiga??o teve como fonte de an?lise o Segundo Ciclo de Forma??o. A pesquisa aqui apresentada caracteriza-se por ser uma investiga??o qualitativa, tendo como suporte para a an?lise de dados a teoria da An?lise Textual Discursiva (MORAES; GALIAZZI, 2011). Como aporte te?rico, foram utilizados os estudos de Jolibert (1994), Charolles (1986), Halliday (1976), Koch (2016), Koch e Travaglia (2015), entre outros. Como marcas relevantes deste trabalho, destacam-se a investiga??o a respeito das implica??es que as pr?ticas pedag?gicas, utilizadas por professores em sala de aula, promovem na constru??o de produ??es escritas na escola, e as reflex?es pedag?gicas que s?o poss?veis a partir dos textos elaborados pelos alunos.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-06-09T14:33:19Z No. of bitstreams: 1 RosangelaPrescendoToninDissertacaoParcial2016.pdf: 278011 bytes, checksum: 5f8fbb202ec66489c606e1278ae4af11 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-06-09T14:33:33Z (GMT) No. of bitstreams: 1 RosangelaPrescendoToninDissertacaoParcial2016.pdf: 278011 bytes, checksum: 5f8fbb202ec66489c606e1278ae4af11 (MD5) / Made available in DSpace on 2017-06-09T14:33:33Z (GMT). No. of bitstreams: 1 RosangelaPrescendoToninDissertacaoParcial2016.pdf: 278011 bytes, checksum: 5f8fbb202ec66489c606e1278ae4af11 (MD5) Previous issue date: 2016-12-13 / According to the principles of Positive Psychology, in particular, the valuation of the positive aspects of life and the recognition of the linguistic singularity of the deaf, the objective of the research was to adapt a psychological measurement instrument for the deaf population. The adaptation to Pounds of the Multidimensional Scale of Life Satisfaction for Adolescents (MSLSA) for deaf adolescents is based on the search for a more effective application of this instrument with the use of the natural language of the person with deafness. The scale consists of 52 items, divided into seven so-called components: family, self, school, comparative self, non-violence, self-efficacy, and friendship. Scale adaptation was performed in seven steps: I - semantic adaptation; II - translation for Libras; III - synthesis of translated versions; IV - evaluation of the synthesis by judges; V - semantic analysis of the scale in Pounds (focus group); - VI - back-translation and VII - empirical analysis (International Consistency Analysis and comparison between groups). In the first four stages and at the back translation (stage V), the participants were deaf and listeners adults proficient in Brazilian sign language and Portuguese, all of them with university degrees. In the fourth stage, the instrument was applied for the first time to a focus group of deaf adolescents, in order to correct possible distortions, and in the last stage the instrument was applied to 50 deaf adolescents, students from three public schools of Distrito Federal. The internal consistency analysis showed that the instrument maintains the equivalence with the original instrument, has good internal consistency with a Guttman ??2 of 0.89 for the full scale. The use of psychological measuring instruments adapted to the Libras fulfills the expectations of this minority group that fights for the recognition of their language and culture. On the other hand, it may be another opportunity to fill a gap in the knowledge about what deaf adolescents think, feel and evaluate about themselves about their life satisfaction. In addition, an instrument adapted in Pounds offers greater reliability to the results, since many deaf people have difficulties to understand Portuguese. / Consoante com os princ??pios da Psicologia Positiva, em especial, a valoriza????o dos aspectos positivos da vida e pelo reconhecimento da singularidade lingu??stica dos surdos, o objetivo da pesquisa foi adaptar um instrumento de medida psicol??gica para a popula????o surda. A adapta????o para Libras-L??ngua Brasileira de Sinais da Escala Multidimensional de Satisfa????o de Vida para Adolescentes (EMSVA) para adolescentes surdos se fundamenta na busca de uma aplica????o mais eficaz desse instrumento com o uso da l??ngua natural da pessoa com surdez. A escala ?? composta por 52 itens, divididos em sete componentes assim denominados: fam??lia, self, escola, self comparado, n??o-viol??ncia, autoefic??cia e amizade. A adapta????o da escala foi realizada em sete etapas: 1) adapta????o sem??ntica; 2) tradu????o para Libras; 3) s??ntese das vers??es traduzidas; 4) avalia????o da s??ntese por ju??zes; 5) an??lise sem??ntica da escala em Libras (grupo focal); 6) retrotradu????o e 7) an??lise emp??rica (An??lise da Consist??ncia Interna e compara????o entre grupos). Nas quatro primeiras etapas e na retrotradu????o os participantes surdos quanto os ouvintes eram adultos, proficientes em Libras e em Portugu??s, com forma????o universit??ria. Na quarta etapa, houve a primeira aplica????o do instrumento para um grupo focal de adolescentes surdos, a fim de corrigir eventuais distor????es e, na ??ltima etapa, o instrumento foi aplicado para 50 adolescentes surdos, estudantes de tr??s escolas da rede p??blica do Distrito Federal. A an??lise da consist??ncia interna mostrou que o instrumento mant??m a equival??ncia com o instrumento original, possui boa consist??ncia interna com um ??2 de Guttman de 0,89 para a escala total. Dessa forma, o uso de instrumentos de medi????o psicol??gica adaptados para a Libras atende ??s expectativas desse grupo minorit??rio que luta pelo reconhecimento de sua l??ngua e de sua cultura. Por outro lado, pode ser mais uma oportunidade de preencher uma lacuna no conhecimento sobre o que pensam, sentem e avaliam sobre si mesmos os adolescentes surdos acerca de sua satisfa????o de vida. Al??m disso, um instrumento adaptado em Libras oferece maior confiabilidade aos resultados, uma vez que muitos surdos t??m dificuldades de compreender o Portugu??s.

Made available in DSpace on 2015-04-14T13:29:21Z (GMT). No. of bitstreams: 1 408413.pdf: 11361316 bytes, checksum: bb7e7fffb715d7eb2eecf11d7a06367e (MD5) Previous issue date: 2008-11-21 / A presente pesquisa teve como objetivo avaliar e comparar o processo de repara??o tecidual ap?s ex?rese de les?o, induzida quimicamente por oleato de monoetanolamina 5% (Ethamolin?), em borda lateral de l?ngua de hamster tratada com bisturi convencional, bisturi el?trico, radia??o laser de CO2 e de Nd:YAG. Foram utilizados 80 hamsters, de ambos os sexos, os quais, foram avaliados nos per?odos de sete, 14, 21 e 28 dias p?s-operat?rios por meio das an?lises cl?nica, histomorfol?gica e histomorfom?trica das fibras musculares esquel?ticas. A an?lise cl?nica evidenciou perda tecidual da l?ngua nos grupos estudados. Na an?lise histomorfol?gica foi observado que a din?mica do processo de repara??o tecidual foi mais r?pida no grupo bisturi convencional do que nos demais grupos. Os dados obtidos a partir da avalia??o estat?stica da histomorfometria das fibras musculares esquel?ticas foram submetidos ? an?lise de vari?ncia (ANOVA - uma via) e ao teste de Compara??es M?ltiplas de Tukey, com n?vel de signific?ncia de p<0,05, os quais, mostraram que a densidade de fibras musculares esquel?ticas neoformadas aumentou no grupo bisturi convencional quando comparado com os grupos bisturi el?trico (p<0,01), radia??o laser CO2 (p<0,001) e radia??o laser Nd:YAG (p<0,01), no per?odo de 14 dias; constatou-se, ainda, que houve aumento progressivo da densidade de fibras musculares esquel?ticas neoformadas durante a evolu??o do processo de reparo em todos os grupos estudados e, na compara??o entre os grupos radia??o laser de Nd:YAG e CO2, a organiza??o tecidual foi mais r?pida e a vasculariza??o mais intensa, respectivamente.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-09-26T18:24:50Z No. of bitstreams: 1 2016 - Maria do Socorro Lib?rio dos Santos.pdf: 1734075 bytes, checksum: 003403eff9de7ee00a8f3cb6c573fcf1 (MD5) / Made available in DSpace on 2018-09-26T18:24:50Z (GMT). No. of bitstreams: 1 2016 - Maria do Socorro Lib?rio dos Santos.pdf: 1734075 bytes, checksum: 003403eff9de7ee00a8f3cb6c573fcf1 (MD5) Previous issue date: 2016-12-19 / This research is located in the area of Portuguese Language teaching in an interdisciplinary perspective. Researchers in the area of Portuguese language teaching in Brazil state that the school has been limited to the teaching of grammar and specifically to the teaching of grammar as a single modality of the Portuguese Language. Like this, today, one of the biggest obstacles observed in the classroom in the first year classes of the Amazon Federal Institute, Campus Mau?s is related to reading and writing. In the present study we discuss the learning process in Portuguese Language through an interdisciplinary teaching project that had as participants the first year students of the Agriculture and Livestock Course of the Federal Institute of Education, Science and Technology of Amazon - IFAM / Campus Mau?s. The city of Mau?s has an authentic vocation with guaran? (Paullinia cupana), an important product both from the economic and cultural point of view. The cultivation of the guaran? plant goes back to the time of the native natives - the Mawe - to the present day. The fruit is associated with energy, aphrodisiac, medicinal and cultural values, marked mainly by a wealth of oral narratives. We believe that by bringing such narratives into the classroom we will promote multiple possibilities of entry from the outside world into this teaching space. In the same way, these questions can be externalized in a differentiated way, articulating with other concepts and disciplines. Thus, the objective of this work was to analyze the learning process in Portuguese Language comparing the verbal manifestations of students before and after an educational experience that works narrative genres with the mediation of dominant theme in the economic, social and cultural context of where they reside The students - "Mau?s's guaran?". The methodology that led to our research was qualitative, the sample consisted of texts produced in the category of short stories and poetry, through an Interdisciplinary workshop. In addition, we used, as a data collection tool, questionnaires at the beginning and at the end. Thus, in addition to the texts analyzed, the verbal manifestations of those involved in this research, evidenced that, knowledge is not watertight and articulate, and bring elements of everyday life into the classroom, the more motivated they will be to build new knowledge. Therefore, our pedagogical practice, in the light of textual linguistics and interdisciplinarity, has contributed significantly to the learning of the Portuguese language. / Esta pesquisa situa-se na ?rea de ensino de L?ngua Portuguesa em uma perspectiva interdisciplinar. Pesquisadores na ?rea de ensino de L?ngua Portuguesa no Brasil afirmam que a escola tem se limitado ao ensino de gram?tica e especificamente, ao ensino de gram?tica como uma ?nica modalidade da L?ngua Portuguesa. Assim, hoje, um dos maiores entraves observados na sala de aula nas turmas de primeiro ano do Instituto Federal do Amazonas do Campus Mau?s est? relacionada ? leitura e ? escrita. No presente estudo, discutimos o processo de aprendizagem em L?ngua Portuguesa por meio de um projeto de ensino interdisciplinar que teve como participantes os alunos do primeiro ano do Curso de Agropecu?ria do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Amazonas ? IFAM/Campus Mau?s. A cidade de Mau?s tem uma voca??o aut?ntica com o guaran? (Paullinia cupana), produto importante tanto do ponto de vista econ?mico como do ponto de vista cultural. O cultivo da planta do guaran? remonta a ?poca dos nativos ind?genas ? os maw? ? at? os dias atuais. Ao fruto est?o associados valores energ?ticos, afrodis?aco, medicinal e cultural, marcado principalmente por uma riqueza de narrativas orais. Acreditamos que ao trazer tais narrativas para a sala de aula promoveremos m?ltiplas possibilidades de entrada do mundo exterior para esse espa?o de ensino. Da mesma forma, essas quest?es poder?o se exteriorizar de maneira diferenciada, articulando-se a outros conceitos e disciplinas. Sendo assim, o objetivo deste trabalho foi analisar o processo de aprendizagem em L?ngua Portuguesa comparando as manifesta??es verbais de alunos antes e depois de uma experi?ncia de ensino que trabalha g?neros narrativos com a media??o de tema dominante no contexto econ?mico, social e cultural de onde residem os alunos - ?o guaran? de Mau?s?. A metodologia que conduziu nossa pesquisa foi de cunho qualitativo, a amostra constituiu-se em textos produzidos na categoria de contos e poesias, por meio de oficina Interdisciplinar. Al?m disso, utilizamos, como instrumento de coleta de dados, question?rios no in?cio e no final. Assim, al?m dos textos analisados, as manifesta??es verbais dos envolvidos nesta pesquisa, evidenciaram que, os conhecimentos n?o s?o estanques e se articulam, e trazer elementos do cotidiano para a sala de aula, mais motivados eles estar?o para construir novos conhecimentos. Logo, nossa pr?tica pedag?gica, ? luz da lingu?stica textual e da interdisciplinaridade contribuiu de forma significa para a aprendizagem da l?ngua portuguesa.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-12-01T21:10:55Z No. of bitstreams: 1 SunamitaSamelaSimplicioDaSilva_DISSERT.pdf: 1474022 bytes, checksum: c1d46a513c937ec37c2e479009a01c7c (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-12-05T19:32:42Z (GMT) No. of bitstreams: 1 SunamitaSamelaSimplicioDaSilva_DISSERT.pdf: 1474022 bytes, checksum: c1d46a513c937ec37c2e479009a01c7c (MD5) / Made available in DSpace on 2017-12-05T19:32:42Z (GMT). No. of bitstreams: 1 SunamitaSamelaSimplicioDaSilva_DISSERT.pdf: 1474022 bytes, checksum: c1d46a513c937ec37c2e479009a01c7c (MD5) Previous issue date: 2017-05-19 / Tendo em vista os pressupostos te?ricos e metodol?gicos da Dialetologia e utilizando-se os estudos de Coseriu (1982, 1986), Weinreich, Labov e Herzog, (2006); Tarallo (2007), Gimeno Men?ndez (1990), Chambers e Trudgill (1994), Montes Giraldo (1997), Miroslav Vale? (2012), Rosa (2012), entre outros, esta disserta??o tem por objetivo descrever o uso do complemento indireto de 3? pessoa do espanhol de Montevid?u, capital do Uruguai, buscando identificar as varia??es e as suas vari?veis lingu?sticas e sociais. Os dados foram obtidos atrav?s de 54 entrevistas sociolingu?sticas semidirigidas que integram o corpus Proyecto para el estudio socioling??stico del espa?ol de Espa?a y de Am?rica (Preseea). S?o amostras organizadas segundo os fatores sociais: sexo ? masculino e feminino; faixa et?ria - 1 (20-34 anos), 2 (34-54 anos) e 3 (mais de 55 anos); e escolaridade ? fundamental, secund?rio e superior, utilizando, assim, tr?s entrevistas para cada grupo/combina??o de fatores. A estrutura das entrevistas ? composta por temas como a sauda??o, o tempo, o lugar onde vive, a fam?lia e amizade, os costumes, perigo de morte, anedotas importantes na vida e desejo de melhoria econ?mica e resulta em dados da l?ngua vern?cula da comunidade de fala. Estudos anteriores sobre o uso do complemento indireto de 3? pessoa na Am?rica (KENISTON, 1937, apud ALEZA, 2010; LAPESA, 1981; LOBATO, 1994, ?LVAREZ & BARR?OS, 1995 apud QUESADA PACHECO, 2002; ALLARCOS, 2006; COMPANY CAMPANY, 2006; ALCAINE, 2010; ALEZA IZQUIERDO, 2010; CAICEDE, 2011, GARC?A, 2014) indicam as seguintes varia??es: (a) Uso etimol?gico dos pronomes ?tonos de 3? pessoa, ou seja, le, les na fun??o de CIND. Este sistema distinguidor de caso n?o ocorre em pa?ses que apresentem bilinguismo hist?rico; (b) Casos isolados de le?smo e la?smo em pa?ses sem bilinguismo hist?rico; (c) Uso de se los e se las no qual a marca de plural est? presente no pronome ?tono na fun??o de complemento direto, mas n?o aparece no complemento direto lexical, e sim, no complemento indireto. Portanto, h? uma transfer?ncia da marca de plural do CIND lexical para o pronome ?tono de CDIR tendo em vista que o PA se n?o apresenta morfema de n?mero. Esta varia??o est? presente em todas as classes sociais; (d) Imobiliza??o ou invariabilidade do pronome ?tono le usado na duplica??o do CIND tanto para referentes que est?o no singular quanto no plural; (e) Aus?ncia da preposi??o a do sintagma de CIND que ocorre, geralmente, quando o complemento indireto lexical aparece em posi??o pr?-verbal, sendo aceita na norma culta. Os resultados confirmam as varia??es j? apresentadas pelos estudos anteriores, mas, tamb?m, indicam outras varia??es, a saber, a n?o concord?ncia de n?mero do CIND duplicado e a dupla omiss?o ou nulidade do CIND. / Considering the theoretical and methodological assumptions of Dialectology and, also, the studies of Coseriu (1982, 1986), Weinreich, Labov e Herzog, (2006); Tarallo (2007), Gimeno Men?ndez (1990), Chambers and Trudgill (1994), Montes Giraldo (1997), Miroslav Vale? (2012), Rosa (2012), among others, this dissertation aims to describe the use of indirect object of 3nd person of the Spanish of Montevideo, capital of Uruguay, seeking to identify the variations and their linguistic and social variables. The data were obtained through 54 sociolinguistic interviews that integrate the corpus PRESEEA (Proyecto para el estudio socioling??stico del espa?ol de Espa?a y de Am?rica). Samples are organized according to the social factors: genus ? male and female; age group - 1 (20-34 years), 2 (34-54 years) and 3 (more than 55 years); and schooling ? elementary, secondary and higher education, using, like this, three interviews for each group of factors. The structure of the interviews is composed of topics such as the greeting, the time, the place where he lives, family and friendship, the customs, the risk of death, jokes important in life and desire for economic improvement and results in vernacular language data of the speech community. Previous studies on the use of indirect complement of 3rd person in America (KENISTON, 1937, apud ALEZA, 2010; LAPESA, 1981; LOBATO, 1994, ?LVAREZ & BARR?OS, 1995 apud QUESADA PACHECO, 2002; ALLARCOS, 2006; COMPANY CAMPANY, 2006; ALCAINE, 2010; ALEZA IZQUIERDO, 2010; CAICEDE, 2011, GARC?A, 2014) indicate the following variations: (a) Etymological use of 3rd person object pronouns, in other words, le, les in function of CIND. This case distinguishing system does not occur in countries with historical bilingualism; (b) Isolated cases of le?smo and la?smo in countries without historical bilingualism; (c) Use of se los and se las in which the plural mark is present in the object pronoun in the direct complement function, but does not appear in the direct lexical complement, but in the indirect complement. Therefore, there is a transfer of the mark of plural of the lexical CIND to the object pronoun CDIR in view of the fact that the PA se does not present the morpheme of number This variation is present in all social classes; (d) Invariability of the object pronoun le used in duplication of CIND both for referring that are in the singular and in the plural; (e) Absence of the preposition to the Syntagma of CIND that occurs generally when the lexical indirect object appears in pre-verbal position, being accepted in standard educated. The results confirm the changes already made by previous studies, but also indicate other changes, namely, the non-concordance of number of the double CIND and the double omission of CIND.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-12-04T20:35:33Z No. of bitstreams: 1 GiseleOliveiraDaSilvaPaiva_DISSERT.pdf: 1081229 bytes, checksum: 5740b20a3d0ccd0b94480b8cafa4aec4 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-12-06T21:43:00Z (GMT) No. of bitstreams: 1 GiseleOliveiraDaSilvaPaiva_DISSERT.pdf: 1081229 bytes, checksum: 5740b20a3d0ccd0b94480b8cafa4aec4 (MD5) / Made available in DSpace on 2017-12-06T21:43:00Z (GMT). No. of bitstreams: 1 GiseleOliveiraDaSilvaPaiva_DISSERT.pdf: 1081229 bytes, checksum: 5740b20a3d0ccd0b94480b8cafa4aec4 (MD5) Previous issue date: 2017-05-29 / Este trabalho tem como objetivo conhecer e analisar a opini?o de alunos Surdos sobre o curso de Licenciatura em Letras-Libras/L?ngua Portuguesa como Segunda L?ngua (LLLP) da Universidade Federal do Rio Grande do Norte (UFRN), em rela??o ? forma??o acad?mica. O estudo traz como aporte te?rico os Estudos Culturais e os Estudos Surdos em Educa??o para pensar a inclus?o de Surdos nesse novo cen?rio. Articular as quest?es que envolvem as reflex?es trazidas pelos pr?prios estudantes, bem como a proposta do curso no processo n?o s? inclusivo, mas formativo dos discentes, ? coloc?-los no lugar de protagonistas de sua pr?pria forma??o. Inicialmente, este trabalho perpassa as ra?zes hist?ricas da Educa??o dos Surdos, vislumbrando os Estudos Surdos enquanto marcador epistemol?gico. Para alcance do nosso objetivo, realizamos uma pesquisa qualitativa do tipo explorat?ria. O estudo teve como l?cus o Curso de LLLP da Universidade Federal do Rio Grande do Norte. Participaram dele sete estudantes Surdos, regularmente matriculados, e pertencentes ao 4? e 6? per?odo do curso. Os dados foram coletados a partir de entrevista em L?ngua de Sinais Brasileira e com base na an?lise documental. Para an?lise, foram propostas tr?s grandes categorias: ?Acessibilidade no Curso?, ?Curr?culo? e ?Atua??o docente no Curso de LLLP?. Os resultados, organizados a partir da an?lise do discurso, sinalizaram para a necessidade de uma poss?vel revis?o do Projeto Pedag?gico Curricular (PPC), dado que foi compartilhado com demais docentes do curso que, conjuntamente, t?m refletido sobre como realizar mudan?as nele. Identificarmos algumas necessidades no curso, como reorganiza??o das disciplinas; a cria??o de uma ?rea de ensino de L?ngua Portuguesa para usu?rios de Libras, algo imprescind?vel, mas inexistente no PPC; e o fortalecimento de a??es de extens?o que se tornem regulares na oferta, como os cursos de Libras para ouvintes e de ensino de L?ngua Portuguesa como segunda l?ngua para os Surdos. Por fim, fomentar a articula??o entre os diversos setores da institui??o com o curso de LLLP com vistas a assegurar o acesso, a perman?ncia e egresso com sucesso aos estudantes Surdos, foi uma necessidade identificada pela pesquisa. / This work aims to know and analyze the opinion of Deaf students about the undergraduate degree course in Letters-Brasilian Sign Language (Libras)/Portuguese Language as a Second Language (CLLLP) of the Federal University of Rio Grande do Norte (UFRN), in relation to academic training. The study brings as a theoretical contribution to the Cultural Studies and to the Deaf Studies in Education to think about the inclusion of Deaf people in this new scenario. The research articulates the questions that involve the reflections brought by the Deaf students themselves, as well as the proposal of the course in the process not only inclusive but formative of the students, is to consider them as protagonists of their own formation. Initially, this work runs through the historical roots of the education of the Deaf, glimpsing Deaf Studies as an epistemological marker. Then, to reach our goal, we use a qualitative research of the exploratory type. The research had as locus the LLLP Course of the Federal University of Rio Grande do Norte. Seven deaf students, regularly enrolled in the 4th and 6th semesters of the course, participated in the study. The data were collected from an interview in Brazilian Sign Language and based on documentary analysis. Three categories were proposed for analysis: ?Accessibility in the Course?, ?Curriculum? and ?Teaching Experience in the LLLP Course?. The results, organized from the analysis of the discourse, signaled the need for a possible revision of the Curricular Pedagogical Project (PPC), what was shared with other teachers of the course who, together, have reflected on how to make changes in it. We identify some needs on the course, such as the reorganization of the disciplines, the creation of a Portuguese language teaching for users of Libras area, which is essential but non-existent in the PPC, and the strengthening of extension actions, that must become offered regularly, such as the Libras courses for listeners and Portuguese as a second language course for the Deaf students. Finally, fostering the articulation among the various sectors of the institution with the LLLP course in order to ensure the access, the permanence and successful egress for Deaf students was also a need identified by the research.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-29T23:04:40Z No. of bitstreams: 1 JariaSueldesAlvesDeLima_DISSERT.pdf: 4636394 bytes, checksum: 354d60c664d4c3dd83303a7da8fc2284 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-09-06T22:45:29Z (GMT) No. of bitstreams: 1 JariaSueldesAlvesDeLima_DISSERT.pdf: 4636394 bytes, checksum: 354d60c664d4c3dd83303a7da8fc2284 (MD5) / Made available in DSpace on 2016-09-06T22:45:29Z (GMT). No. of bitstreams: 1 JariaSueldesAlvesDeLima_DISSERT.pdf: 4636394 bytes, checksum: 354d60c664d4c3dd83303a7da8fc2284 (MD5) Previous issue date: 2015-07-28 / Este trabalho tem como objeto de estudo os Projetos de Letramento que se caracterizam por enfatizar a pr?tica social da leitura e da escrita; por conceber o conhecimento como algo dialeticamente (re)constru?do, (re)contextualizado e ser impulsionado pela necessidade real do educando, na perspectiva de promover a ressignifica??o do ensino e o redimensionamento do papel do professor, do aluno e da escola no contexto social e no processo ensino/aprendizagem. Nesse sentido, objetiva-se analisar as implica??es do desenvolvimento de Projeto de Letramento em aulas de L?ngua Portuguesa no que diz respeito ao aperfei?oamento da compet?ncia comunicativa do aluno do 9? ano do ensino fundamental. Teoricamente, a investiga??o proposta fundamenta-se nos pressupostos apresentados pelos Estudos de Letramento, mais precisamente no que se refere aos Projetos de Letramento (OLIVEIRA, 2008; TINOCO, 2008, SANTOS, 2012, OLIVEIRA; TINOCO; SANTOS, 2011), na Teoria dos G?neros do discurso (BAKHTIN, [1992] 2011) bem como na perspectiva de escrita como pr?tica processual e colaborativa (PASSARELLI 2004; SOARES 2009). Em termos metodol?gicos, segue abordagem de dados qualitativos (BODGAN; BIKLEN, 1982), configurando-se, mais precisamente, como pesquisa-a??o, cuja finalidade consiste no diagn?stico e transforma??o da realidade que afeta os sujeitos envolvidos (CHIZZOTTI, 2013; MOREIRA; CALEFFE, 2006). Sua realiza??o compreende uma sequ?ncia de procedimentos que inclui, dentre outros: defini??o do problema, execu??o e avalia??o da a??o. O corpus de an?lise ? constitu?do de material gerado no decorrer da sequ?ncia proposta, mais especificamente na aplica??o de t?cnicas como: entrevistas e rodas de conversa, question?rios, registros de imagem e v?deo bem como notas de campo. As discuss?es indicam que o trabalho de sala de aula com Projeto de Letramento implica na abordagem mais significativa de quest?es sociais contempor?neas, na maior circula??o e produ??o de diversos g?neros do discurso e, consequentemente, na participa??o mais efetiva dos alunos em atividades de leitura e de escrita, o que favorece o aprimoramento de seu desempenho em termos de demandas comunicativas, sejam elas orais e escritas. / This work has as object of study the literacy projects that are characterized by emphasizing the social practice of reading and writing; by conceiving knowledge as dialectically built, contextualized and be driven by the real need of the student, so as to promote the redefinition of teaching and resizing the teacher's role, the student and the school in the social context and the teaching / learning process. In this sense, the objective is to analyze the implications of the development of Literacy Project in Portuguese classes aiming the writing autonomy of the student's 9th graders (elementary II). Theoretically, the research proposal is based on the assumptions presented by Literacy Studies, specifically with regard to literacy projects (OLIVEIRA, 2008; TINOCO, 2008; SANTOS, 2012, OLIVEIRA; TINOCO; SANTOS, 2011), the Theory Genres of speech (BAKHTIN, 2011) as well as in writing perspective as procedural and collaborative practice (PASSARELLI, 2004; SOARES, 2009). In terms of methodology, following qualitative data approach (BODGAN; BIKLEN, 1982), setting up, more precisely, as action research whose purpose is to diagnose and transform reality that affects those involved (CHIZZOTTI, 2013; MOREIRA; CALEFFE, 2006). Its realization comprises a series of procedures including, among others: problem definition, implementation and evaluation of action. The analysis corpus consists of material generated during the proposed sequence, more specifically in the application of techniques such as interviews and conversation circles, quizzes, image and video records and field notes. Discussions indicate that the classroom work with Literacy Project involves the most significant approach to contemporary social issues, the larger circulation and production of various genres of speech and hence the more effective participation of students in reading activities and writing, which favors the improvement of their performance in terms of communicative demands, whether oral or written.

Submitted by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2015-01-23T16:14:43Z No. of bitstreams: 5 rafaela.pdf: 1470955 bytes, checksum: eed92eb403aa475a00a1b8d776f95ebc (MD5) license_url: 52 bytes, checksum: 3d480ae6c91e310daba2020f8787d6f9 (MD5) license_text: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) license_rdf: 23898 bytes, checksum: e363e809996cf46ada20da1accfcd9c7 (MD5) license.txt: 2109 bytes, checksum: aa477231e840f304454a16eb85a9235f (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2015-02-10T10:51:15Z (GMT) No. of bitstreams: 5 rafaela.pdf: 1470955 bytes, checksum: eed92eb403aa475a00a1b8d776f95ebc (MD5) license_url: 52 bytes, checksum: 3d480ae6c91e310daba2020f8787d6f9 (MD5) license_text: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) license_rdf: 23898 bytes, checksum: e363e809996cf46ada20da1accfcd9c7 (MD5) license.txt: 2109 bytes, checksum: aa477231e840f304454a16eb85a9235f (MD5) / Made available in DSpace on 2015-02-10T10:51:15Z (GMT). No. of bitstreams: 5 rafaela.pdf: 1470955 bytes, checksum: eed92eb403aa475a00a1b8d776f95ebc (MD5) license_url: 52 bytes, checksum: 3d480ae6c91e310daba2020f8787d6f9 (MD5) license_text: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) license_rdf: 23898 bytes, checksum: e363e809996cf46ada20da1accfcd9c7 (MD5) license.txt: 2109 bytes, checksum: aa477231e840f304454a16eb85a9235f (MD5) Previous issue date: 2014 / O objetivo do presente estudo foi verificar se a aplica??o t?pica de bebidas alco?licas destiladas, cacha?a e u?sque, altera a espessura epitelial da mucosa lingual de hamsters. Ap?s c?lculo amostral, 720 campos microsc?picos foram utilizados para mensura??o da espessura total do epit?lio de l?ngua (camada epitelial mais camada c?rnea). Quarenta hamsters foram divididos em dois grupos experimentais, conforme aplica??o da subst?ncia teste, em grupo 1 (cacha?a 48?gl) e grupo 2 (u?sque 40?gl), ambos avaliados em per?odos experimentais de 13 e 20 semanas. A borda contralateral da l?ngua, que n?o recebeu a subst?ncia teste, foi utilizada como controle. Ap?s eutan?sia, as l?nguas foram dissecadas, fixadas em solu??o de formol 10% e processadas para a obten??o de cortes histol?gicos, que foram corados pela t?cnica de hematoxilina e eosina (HE). Para a an?lise morfom?trica, tr?s l?minas por esp?cime foram avaliadas. A espessura do epit?lio, de ambas as bordas da l?ngua, foi mensurada com aux?lio do Programa Motic Images Plus 2.0 (Motic?). Os dados da an?lise morfom?trica foram avaliados pela estat?stica descritiva e teste de Wilcoxon e teste de Mann-Whitney. No grupo cacha?a, em rela??o ? espessura total do epit?lio, houve diferen?a estat?stica significativa entre a m?dia do lado teste, 61,87 (14,75)?m e a m?dia do lado controle, de 67,20 (9,96)?m (p=0,044). Tamb?m observou-se uma redu??o altamente significativa da espessura das camadas epitelial (p<0,001) e c?rnea (p=0,021). No per?odo de 13 semanas, houve diminui??o estat?stica significativa da espessura das camadas c?rnea (p=0,032) e epitelial (p<0,001), enquanto que, em 20 semanas, somente a camada epitelial apresentou-se significativamente reduzida (p=0,002). No grupo u?sque houve aumento significativo da espessura da camada c?rnea (p=0,015) e epitelial (p=0,012) em 13 semanas. Conclui-se que tipos diferentes de bebidas alco?licas destiladas, com concentra??o alco?lica entre 40?gl e 48?gl, promoveram altera??es morfom?tricas e morfol?gicas diferenciadas. A cacha?a promoveu atrofia epitelial, o que poderia facilitar a penetra??o de sust?ncias ou agentes carcinog?nicos. J? o u?sque promoveu hiperplasia, podendo assim sugerir o in?cio do desenvolvimento de les?es pr?-malignas. / Disserta??o (Mestrado) ? Programa de P?s-Gradua??o em Odontologia, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2013. / ABSTRACT The aim of this study was to determine whether topical application of distilled spirits, cacha?a and whiskey, alter the epithelial thickness of tongue mucosa of hamsters. After sample size calculation, 720 microscopic fields were used to measure the total thickness of the tongue epithelium (epithelial layer over the stratum corneum). Forty hamsters were divided into two groups, depending on the application of the test substance in group 1 (cacha?a 48?gl) and group 2 (whiskey 40?gl), both evaluated in the experimental periods of 13 and 20 weeks. The contralateral side of the tongue, which has not received the test substance was used as control. After euthanasia, the tongues were dissected, fixed in 10% formalin solution, processed to obtain histological sections and were stained by hematoxylin and eosin (HE). For the morphometric analysis, three slides per specimen were evaluated. The thickness of the epithelium, both edges of the tongue, was measured with the aid of the program Motic Images Plus 2.0 (Motic ?). Data from morphometric analysis were evaluated by descriptive statistics and by Wilcoxon and Mann-Whitney tests. In cacha?a group, regarding the total thickness of the epithelium, there was a statistically significant difference between the average of the test side, 61.87 (14.75) ?m and the average of the control side, 67.20 (9.96) ?m (p=0.044). It was also observed a highly significant reduction in the thickness of the epithelium (p<0.001) and the cornea (p=0.021). At 13 weeks, there was a statistically significant decrease in the thickness of the cornea (p=0.032) and epithelial (p<0.001), whereas at 20 weeks, only the epithelial layer was significantly reduced (p=0.002). In the Whiskey group, there was a significant increase in thickness of the cornea (p=0.015) and epithelial (p=0.012) at 13 weeks. It was conclude that different types of distilled spirits with alcohol concentration between 40 ?gl ?and 48 ?gl, promoted ?morphological and morphometric changes differentiated. Cacha?a promoted epithelial atrophy, which could facilitate the penetration of substances give or carcinogens. The whiskey promoted hyperplasia which suggest the early development of premalignant lesions.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-03-27T18:58:24Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) layane_campos_soares.pdf: 2546153 bytes, checksum: e0679ebc8f383306dce02b8feefd363a (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-03-29T13:20:04Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) layane_campos_soares.pdf: 2546153 bytes, checksum: e0679ebc8f383306dce02b8feefd363a (MD5) / Made available in DSpace on 2018-03-29T13:20:04Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) layane_campos_soares.pdf: 2546153 bytes, checksum: e0679ebc8f383306dce02b8feefd363a (MD5) Previous issue date: 2017 / Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM) / O presente estudo tem o intuito de investigar as concep??es de gram?tica subjacentes ao processo de forma??o inicial de professores de L?ngua Portuguesa nos cursos de Letras Portugu?s/Ingl?s e Portugu?s/Espanhol da Universidade Federal dos Vales do Jequitinhonha e Mucuri. Propomos investigar essa quest?o em raz?o de o ensino da gram?tica na Educa??o B?sica, enquanto conte?do curricular, ainda ser baseado, segundo Perini (2014), na perspectiva normativa, sendo reduzido ? aprendizagem da L?ngua Padr?o de modo a desconsiderar os fatos da l?ngua. De modo a compreender o porqu? de o ensino de L?ngua Portuguesa ainda ser baseado na concep??o normativa, propomos a observa??o desse problema durante o processo de forma??o docente, uma vez que a pr?tica de ensino pode ser reflexo desse processo. Dessa forma, apoiamo-nos na defini??o do termo gram?tica como um ?conjunto de regras? que discriminam o funcionamento da l?ngua (POSSENTI, 1996, ANTUNES, 2003), que est? associado a tr?s concep??es diferentes de gram?tica: normativa, descritiva e internalizada (POSSENTI, 1996; TRAVAGLIA, 2009). Esta pesquisa ? caracterizada como um estudo de caso de base m?ltipla (YIN, 2005) de car?ter qualitativo, que contou com a aplica??o de question?rios verticalizados e mistos aos seguintes sujeitos: cinco professores linguistas dos cursos de Letras da UFVJM e a cinco professores formados nesta Universidade que ingressaram nos cursos de Letras no ano de 2012. Al?m disso, realizamos tamb?m uma an?lise dos Projetos Pedag?gicos dos Cursos de Letras da UFVJM com o intuito de compreender os pressupostos existentes para o ensino de gram?tica. Para a an?lise dos dados coletados adotamos a t?cnica da an?lise de conte?do de Bardin (2011). Como principal resultado do processo de an?lise e interpreta??o dos dados, podemos inferir que a concep??o de gram?tica subjacente ao processo de forma??o nos cursos de Letras da UFVJM ? predominantemente normativa. Por essa raz?o, esperamos que os dados apresentados nesta pesquisa consigam contribuir para uma reflex?o sobre a import?ncia do conhecimento das concep??es de gram?tica no processo de forma??o inicial de professores de L?ngua Portuguesa, para que as pr?ticas de ensino do professor formado n?o se reduzam somente ao aprendizado de uma ?nica variante da l?ngua. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The present study aims to investigate the grammar conceptions subjacent the process of initial formation of Portuguese Language Teachers in the Portuguese/English and the Portuguese/Spanish courses of the Federal University of the Vales do Jequitinhonha e Mucuri. We propose to investigate this question because the teaching of grammar in Basic Education, as a curricular content, is still based on Perini (2014), from the normative perspective, being reduced the learning of the standard language in order to disregard the facts of the language. In order to understand why the teaching of Portuguese language is still based on normative conception, we propose the observation of this problem during the teacher formation process, since the practice may be a reflection of this process. Therefore, we support the definition of the term grammar as a "set of rules" that discriminate the functioning of the language (POSSENTI, 1996, ANTUNES, 2003), which is associated with three different conceptions of grammar: normative, descriptive and internalized (POSSENTI, 1996; TRAVAGLIA, 2009). This research is characterized as a qualitative multiple base case study (YIN, 2005), with the application of vertical and mixed questionnaires to the following subjects: five linguistic teachers from the UFVJM Portuguese courses and five teachers trained in this University that entered the courses of Portuguese in the year of 2012. In addition, we also perform an analysis of the Pedagogical Projects of the UFVJM Portuguese courses to understand the existing assumptions of grammar teaching. For the analysis of the collected data we adopted the technique of the content analysis of Bardin (2011). As the main result of the process of analysis and interpretation of data, we can infer that the conception of grammar underlying the process of formation in the courses of Portuguese of UFVJM is predominantly normative. For this reason, we hope that data presented in this research can contribute to a reflection on the importance of knowledge of grammar conceptions in the initial formation process of Portuguese Language Teachers, so that the teaching practices of the teacher formed are not limited to the Learning of a single variant of the language.

Submitted by Diego dos Santos Borba (dborba@uffs.edu.br) on 2017-04-12T20:09:30Z No. of bitstreams: 1 SCHOLTZ.pdf: 6074415 bytes, checksum: c38c46998a0b1ae7a78a39c969bae8b7 (MD5) / Made available in DSpace on 2017-04-12T20:09:30Z (GMT). No. of bitstreams: 1 SCHOLTZ.pdf: 6074415 bytes, checksum: c38c46998a0b1ae7a78a39c969bae8b7 (MD5) Previous issue date: 2014-08-20 / Com o presente estudo tem-se a inten??o de descrever e analisar a percep??o dos informantes sobre a forma??o da identidade lingu?stica das comunidades bil?ngues de Virmond (portugu?s-polon?s) e Cand?i (portugu?s-ucraniano), ambas localizadas no centro-sul do Paran?. A pergunta que orienta essa pesquisa ?: como se constitui a identidade lingu?stica de uma comunidade que se autodenomina bil?ngue (portugu?s/polon?s), (portugu?s/ucraniano), mas que na pr?tica pouco utiliza a variedade minorit?ria nas suas intera??es sociais. O objetivo principal para o presente estudo ?, a partir dos dados coletados com o question?rio metalingu?stico, descrever e analisar o grau de bilinguismo dos informantes e a partir dele tra?ar o perfil identit?rio dos mesmos. A metodologia e teoria utilizada nesta pesquisa tem como base a Dialetologia Pluridimensional e Relacional. Para a coleta dos dados adotou-se um question?rio metalingu?stico e a escolha dos informantes deu-se a partir do modelo em cruz desenvolvido por Thun (1996). A partir dessas an?lises p?de-se concluir que, tanto em Virmond quanto em Cand?i, os descendentes se identificam mais por se sentirem descendentes de poloneses/ucranianos do que pela l?ngua, mesmo assim, o grupo que mais se identifica com a origem ?tnica ? o ucraniano. Al?m disso, nas duas comunidades pesquisadas, s?o os mais velhos que se identificam mais como descendentes e destes, as mulheres tem maior sentimento de pertencerem ? etnia polonesa/ucraniana e com a l?ngua de imigra??o. Tamb?m se nota que em Virmond, a classe social n?o interfere na forma??o identit?ria e em Cand?i, n?o ? poss?vel uma afirma??o categ?rica, pois dois descendentes da Ca se identificam e dois da Ca n?o se sentem ucranianos. Em rela??o ? vis?o do outro, a partir dos dados do grupo de controle, p?de-se concluir que a vis?o que as pessoas ?de fora? possuem sobre os descendentes de poloneses e de ucranianos ? favor?vel, mas n?o est? ligada ? l?ngua e sim aos ?cones culturais das duas comunidades. / The present study has the intention of describing and analyzing the perceptions of informants about the linguistic identity formation of the bilingual communities of Virmond (Portuguese- Polish) and Cand?i (Portuguese-Ukrainian), both located in south-central Paran?. The question that guides this research is: how is the linguistic identity built in a community that dominates itself bilingual (Portuguese-Polish), (Portuguese-Ukrainian), but that, in practice, little uses the minority variety in their social interactions. The aim of this study is, based on the data collected with the metalinguistic questionnaire, describe and analyze the bilingualism degree of the informants and, from it, draw their identity profile. The methodology and theory used in this research is based on the Multidimensional and Relational Dialectology. In order to collect the data, it was adopted a metalinguistic questionnaire and the choice of informants comes from the cross model developed by Thun (1996). From these analyzes, it was possible to conclude that, both in Virmond and in Cand?i, the descendants identify themselves because of the fact that they fell Polish/Ukrainian descendants more than the language, even though, the group the identifies the most with its ethnical origin is the Ukrainian. Furthermore, in both studied communities, the older ones identify more as descendants and, from these, the women have greater sense of belonging to the Polish/Ukrainian ethnicity and to the immigration language. It is also noticed that in Virmond the social class does not interfere in the identity formation, and that, in Cand?i it is not possible to state that, because two descendants of Ca identify themselves and two of the Ca don?t fell Ukrainian. Regarding the view of the other, from the data of the control group, it was concluded that the view that the "outsiders" have on the descendants of Polish and Ukrainian is favorable, however, it is not linked to language but to the cultural icons of both communities.