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 2017-01-12T14:45:07Z No. of bitstreams: 1 JeffersonAndreyLopesMatias_DISSERT.pdf: 3431273 bytes, checksum: 4b617573df442222cd8c54fadc83dbec (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-18T15:13:51Z (GMT) No. of bitstreams: 1 JeffersonAndreyLopesMatias_DISSERT.pdf: 3431273 bytes, checksum: 4b617573df442222cd8c54fadc83dbec (MD5) / Made available in DSpace on 2017-01-18T15:13:51Z (GMT). No. of bitstreams: 1 JeffersonAndreyLopesMatias_DISSERT.pdf: 3431273 bytes, checksum: 4b617573df442222cd8c54fadc83dbec (MD5) Previous issue date: 2016-06-23 / O estudo sobre a habilidade de explicar as Rea??es Qu?micas como um sistema complexo apresenta um importante significado para o desenvolvimento cient?fico cr?tico do estudante no s?culo XXI e compreens?o do ensino de Qu?mica. No entanto a forma como esse conte?do ? trabalhado em sala de aula, principalmente no ensino tradicional, n?o valoriza sua abordagem na forma de um sistema complexo, ou seja, de uma forma n?o fragmentada e global em sua ess?ncia. A disserta??o aqui apresentada tem como objetivo identificar e caracterizar os erros dos estudantes nas quest?es objetivas dos vestibulares da UFRN no per?odo de 2009 a 2013 sobre Rea??es Qu?micas, utilizando os dados dispon?veis pelo Observat?rio da Vida do Estudante Universit?rio (OVEU). A matriz te?rica do estudo se estruturou tendo como base as categorias e os erros de aprendizagem dos estudantes sobre Rea??es Qu?micas (N??EZ, RAMALHO, 2012), as Rea??es Qu?micas como um sistema complexo (N??EZ, 1992; RESHETOVA, 1988; SANDERSON, 1968), sendo o fundamento te?rico do produto a teoria de Galperin (N??EZ, 2009). O percurso metodol?gico envolveu uma abordagem qualitativa e quantitativa de cada quest?o objetiva das provas de vestibulares, assim como dos relat?rios da Comperve. Os resultados apresentaram os erros de aprendizagem a partir da analise das categorias das quest?es objetivas. Identificou que o tema aspectos qualitativos das Rea??es Qu?micas estiveram presentes na maioria dos erros cometidos pelos estudantes. Este conte?do conceitual tamb?m foi observado na quest?o com menor desempenho por parte dos estudantes (25,1% de ?ndice de acerto). A an?lise tamb?m trouxe contribui??es inovadoras como a an?lise da natureza de cada quest?o, relacionada ? sua resolu??o integral ou parcial de acordo com a Base Orientadora da A??o de N??ez (1992). A partir dos resultados obtidos e analisados, estabeleceu a proposta de um produto, que corresponde a uma Unidade Did?tica, que possibilite auxiliar o professor de Qu?mica na forma??o da habilidade de explicar uma Rea??o Qu?mica como um sistema complexo. / The study on the ability to explain the chemical reactions as a complex system has an important meaning for the student's critical scientific development of the twenty-first century and for the understanding of chemistry's teaching. However the way this content is working in the classroom, especially in the traditional teaching, not value your approach in the form of a complex system, that is, a form non-fragmented and global in its essence. The dissertation presented here aims to identify and characterize the errors of students in objective questions of vestibular UFRN from 2009 to 2013 Chemical Reactions, using the data available by the ?Observat?rio da Vida do Estudante Universit?rio (OVEU)?. The theoretical framework of the study was structured based on categories and student?s learning errors about chemical reactions (N??EZ, RAMALHO, 2012), chemical reactions as a complex system (N??EZ, 1992; RESHETOVA, 1988; SANDERSON, 1968), and the theoretical foundation of the product, the Galperin's theory (N??EZ, 2009). The methodological course involved a qualitative and quantitative approach to each question of college entrance tests, in the same way as of the Comperve reports. The results showed the learning errors based on the analysis of the issues categories. It identified the theme qualitative aspects of Chemical Reactions were present in most of the mistakes made by the students. This conceptual content was also observed on the issue with lower performance by the students (25.1% success rate). The analysis also brought innovative contributions like the analysis of the nature of each issue, related to their full or partial resolution in accordance with the 'Guiding Basis for Action' by N??ez (1992). Based on the obtained and analyzed results, it was established the proposal of a product that corresponds to a 'Didactic Unit' which allows help the teacher of Chemistry in the formation of the ability to explain a chemical reaction as a complex system.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-09T21:43:59Z No. of bitstreams: 1 WellingtonVieiraMendes_TESE.pdf: 2621241 bytes, checksum: f6a95e3bc3e71ca27b84f76bdb210ccf (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-10T17:04:04Z (GMT) No. of bitstreams: 1 WellingtonVieiraMendes_TESE.pdf: 2621241 bytes, checksum: f6a95e3bc3e71ca27b84f76bdb210ccf (MD5) / Made available in DSpace on 2017-02-10T17:04:04Z (GMT). No. of bitstreams: 1 WellingtonVieiraMendes_TESE.pdf: 2621241 bytes, checksum: f6a95e3bc3e71ca27b84f76bdb210ccf (MD5) Previous issue date: 2016-08-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A observa??o do modo como se organizam os textos acad?micos permite o entendimento dos mecanismos de constru??o dos sentidos nos diferentes estratos dos sistemas discursivos. Al?m das caracter?sticas lexicogramaticais que se configuram na superf?cie dos textos, o reconhecimento dos contextos em que s?o produzidos possibilita tamb?m compreend?-los como sendo resultantes de processos de constru??o de sentidos complexos e articulados nesses sistemas, tal como definido pela Lingu?stica Sist?mico-Funcional (LSF). Este estudo se filia aos modelos de sistemas discursivos propostos por Martin e Rose (2007), aos estudos de coes?o desenvolvidos em Halliday e Hasan (1976) e ? gram?tica sist?mico-funcional de Halliday e Matthiessen (2014). O foco e escopo do trabalho ? o fen?meno da jun??o com marcadores expl?citos ? aqui concebida como diferentes realiza??es da lexicogram?tica que, independentemente de seu estatuto ou extens?o, atuam na conflu?ncia de complexos oracionais. Neste caso espec?fico, o interesse se volta aos textos produzidos por graduandos e p?s-graduandos em Letras, a fim de: (i) identificar as rela??es de jun??o em textos acad?mico-cient?ficos produzidos por estudantes de gradua??o e de p?s-gradua??o; (ii) comparar os usos das rela??es de jun??o entre os textos produzidos por estudantes de gradua??o e p?s-gradua??o; (iii) apresentar contribui??es para as pr?ticas de escrita na academia a partir dos subs?dios te?ricos fornecidos pela LSF sobre articula??o textual. Para atendimento destes objetivos, a pesquisa analisa um corpus de 9,8 milh?es de palavras composto por artigos, monografias, disserta??es e teses da ?rea de Lingu?stica. Os dados foram recenseados com apoio de ferramentas dispon?veis nas aplica??es do WordSmith Tools (SCOTT, 2012), especificamente no tratamento quantitativo de amostras. ? guisa de resultados, ? poss?vel indicar que a jun??o com marcador expl?cito se situa com maior recorr?ncia nos textos de graduandos, mas colabora, indistintamente nos trabalhos de gradua??o e p?s-gradua??o, para a constru??o de sentidos no discurso porque configuram rela??es e atividades dentro do pr?prio texto e para al?m dele, tanto pelas passagens argumentativas de um t?pico a outro, como pelo emprego de recursos como met?frase, transposi??o e/ou amplia??o de sentidos quando esses componentes funcionais apontam para a experi?ncia ou idea??o e, noutros casos, para a organiza??o sequencial do texto. / The observation of how academic texts are organized provides the understanding of the meaning construction mechanisms in the different strata of the discursive systems. Besides the lexicogrammatical characteristics which configure on the surface of the texts, the contexts recognition in which they are produced also make it possible to understand them as a result of a complex process of meaning construction and articulated in these systems according to Systemic Functional Linguistics (SFL). The theoretical frameworks of this study are the discursive system model suggested by Martin and Rose (2007), the cohesion studies carried out by Halliday and Hasan (1976) and the Systemic-Functional Grammar by Halliday and Matthiessen (2014). The focus and objective of this research is the junction phenomenon with overt markers - here conceived as different lexicogrammatical realizations which, regardless their status or length, act in the confluence of clause complexes. In this specific case, the focus is shifted towards texts written by Letras undergraduate and graduate students. It aims at: (i) Identifying the relations of junction in academic texts written by undergraduate and graduate students; (ii) comparing the usages of relation of junctions within the texts written by undergraduate and graduate students; (iii) provide input to writing practices in the gym from the theoretical basis provided by LSF on textual articulation. To reach these objectives, the research analyzes a corpus of 9,8 million words composed of research articles, monographs, master?s dissertations and doctoral theses in Linguistics. The data were compiled with the support of the tools available for use on WordSmith Tools (SCOTT, 2012), specifically on the quantitative treatment of the samples. By way of results, it is possible to state that junction with overt marker shows a higher recurrence in the undergraduates? texts, but cooperate, indistinctly, with the undergraduates? and graduates? works, for the meaning construction in discourse because they configure relations and activities in the text itself and beyond, as much for the argumentative passages of a given topic or another, as for the usage of resources such as metaphrase, transposition and/or amplification of meanings when these functional components point out towards the experience or ideation and, in other cases, for the sequential organization of the text.

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 2014-07-29T15:26:22Z (GMT). No. of bitstreams: 1 Tese Ruth Minamisava.pdf: 2670149 bytes, checksum: 04542bda37ab81a72c173b931eb7a157 (MD5) Previous issue date: 2010-05-19 / Background: Deaths due to homicides and traffic accidents among youth are a public health issue worldwide. Studies of the complex network of cause and effect on this topic point to both poverty and health inequalities. Different investigational approaches to intentional and unintentional deaths combined with socioeconomic variables can help create a better understanding of the association between violence and socioeconomic conditions. This study analyzed the spatial distribution and potential clusters of risk for intentional and unintentional deaths among youths aged 15-24 years in Goiânia, a newly urbanized city in central Brazil. Methods: Death data and residential addresses were extracted from the national Mortality Information System and validated by household visits. To detect all potential cases, we prospectively investigated every death classified as a transport accident, assault, legal intervention,intentional self-harm, unknown underlying cause, and undetermined intent according to the ICD-10. The Geographical Information System was used to plot residential addresses, and cases were interactively geocoded to the residential address level using a digital map of the municipality. Spatial scan statistic was applied (Poisson model) to identify clusters of census tracts with high mortality due to intentional injuries and traffic accidents. The socioeconomic variables obtained using census data were compared between the most likely cluster and other areas of the municipality. Results: The most violent deaths among young people were due to intentional injuries. Between August 2005 and August 2006, 145 addresses for cases of intentional injuries and traffic accidents were located and geocoded. No significant clusters for deaths due to traffic accidents were found within the municipality. One significant cluster (RR = 4.65; p = 0.029) composed of 14 cases of intentional deaths, mostly homicides, was detected in an emergent, populated, and very poor area on the outskirts of the town. This cluster had a significantly higher proportion of people with the lowest educational status, lowest income, and poor housing conditions in comparison to the remainder of the municipality. Conclusion: Our findings highlight the link between social inequalities and intentional deaths, clearly showing the need for urgent social interventions to reduce violence and premature mortality. / Introdução: As causas externas, particularmente as violentas (acidentes de transporte e traumas intencionais), estão entre as primeiras causas de morte tanto em países desenvolvidos como nos em desenvolvimento, atingindo desproporcionalmente a população jovem. Embora o Brasil tenha realizado esforços nos últimos anos para combater a violência, os dados oficiais mostram alta mortalidade por homicídios e por acidentes de transporte envolvendo motociclistas. Objetivo: analisar a distribuição espacial e potenciais aglomerados de risco para óbitos intencionais e não-intencionais em jovens de 15 a 24 anos ocorre de forma aleatória no município de Goiânia. Metodologia: dados de óbitos por causas intencionais e não-intencionais residentes do município de Goiânia foram obtidos no Sistema de Informação de Mortalidade e confirmados por visita domiciliar. Cada óbito foi classificado em acidente de transporte, agressão e intervenção legal de acordo com a CID-10. Foram excluídos os casos de óbitos por suicídio. Endereços da residência foram geocodificados, gerando uma camada que foi espacialmente sobreposta à camada dos setores censitários. Aplicou-se a estatística especial scan baseada no modelo de Poisson para identificar clusters de setores censitários com alta taxa de mortalidade. Foram utilizadas variáveis socioeconômicas disponibilizadas pelo Instituto Brasileiro de Geografia e Estatística para comparar dados do aglomerado mais provável e as outras áreas do município. Resultados: A maioria das mortes violentas entre jovens foi devido a acidentes intencionais. Entre agosto de 2005 e agosto de 2006, 145 endereços de óbitos intencionais e acidentes de transporte foram identifocados e geocodificados. A distribuição espacial dos óbitos por acidentes de transporte ocorreu de forma aleatória no município de Goiânia. Detectou-se um aglomerado de alto risco para óbitos por trauma intencional (RR=4,65; p=0,029), sendo a maioria, homicídios. A área de risco localiza-se na periferia do município - Distrito Sanitário Noroeste, que apresentou piores indicadores de renda, de escolaridade, de condições sanitárias e de domicílios com maior número de moradores quando comparado com o restante do município. Conclusões: a associação entre mortes intencionais e desigualdades sociais mostra a necessidade de políticas sociais urgentes.

Made available in DSpace on 2015-03-13T17:10:44Z (GMT). No. of bitstreams: 1 LidianeSN_DISSERT.pdf: 4629879 bytes, checksum: d28e312771a5a0b81c006b055f5b7eb1 (MD5) Previous issue date: 2011-02-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The coastal zone has been studied worldwide with a focus on the coastal erosion. In the present days, much of the world's coastlines are being affected by erosion, which causes great damage to the economy. This work had as study case the beaches of Areia Preta, Artistas, Meio and Forte located in Natal in Rio Grande do Norte. It shows as result the monitoring of the beach strip that makes possible to obtain quantitative and qualitative data, allows the study of the coastal dynamics of the beaches and the Recovery Project of the Areia Preta beach interference on adjacent beaches. This research was guided by the integrated analysis method on the systemic perspective. The pratical procedures adopted were: bibliographic research; fieldwork during eleven months (environmental characterization, collection of hydrodynamic data, topographic leveling, collection of sediments) and; sedimentological analysis of samples collected. By monitoring of the points A, B, C, D and E we were able to find the occurrence of the coastal erosion on their biggest part except by the C and D profiles. It was noted the need for the government to complete the hydraulic fill, as it made only 60% of the landfill planed. It was found that the spikes built on the beach of Areia Preta are preventing the natural transport of sediments that the longshore performs towards South-North. This interference is causing the lack of sediment on the beaches of Forte and Meio and their coastal erosion in consequence / A zona costeira tem sido estudada em escala mundial com o enfoque na eros?o costeira. Atualmente, grande parte das linhas de costa mundial est? sendo afetada pela eros?o, o que gera grande preju?zo para a economia. O trabalho teve como ?rea de estudo as praias de Areia Preta, dos Artistas, do Meio e do Forte, localizadas em Natal/RN. Apresenta como resultado o monitoramento da faixa de praia, que possibilita a obten??o de dados quantitativos e qualitativos, permite o estudo da din?mica costeira das praias e da interfer?ncia do projeto de recupera??o da praia de Areia Preta nas praias adjacentes. Esta pesquisa foi norteada pelo m?todo da an?lise integrada, na perspectiva sist?mica. Os procedimentos pr?ticos adotados foram: pesquisa bibliogr?fica; trabalho de campo durante onze meses (caracteriza??o ambiental, coleta de dados hidrodin?micos, nivelamento topogr?fico e coleta de sedimentos) e; an?lise sedimentol?gica das amostras coletadas. Atrav?s do monitoramento dos pontos A, B, C, D e E, foi poss?vel constatar a ocorr?ncia de eros?o costeira em todos os perfis. Notou-se a necessidade do poder p?blico completar o aterro hidr?ulico, j? que este efetuou apenas 60% do aterro previsto. Constatou-se que os espig?es constru?dos na praia de Areia Preta est?o impedindo o transporte natural de sedimentos, que a deriva litor?nea realiza no sentido Sul-Norte. Essa interfer?ncia est? acarretando na falta de sedimentos nas praias do Meio e do Forte e, conseq?entemente, na eros?o costeira das referidas praias

Made available in DSpace on 2014-12-17T15:06:51Z (GMT). No. of bitstreams: 1 BrunaQV_DISSERT.pdf: 1394554 bytes, checksum: c15377317ee4b3e72f13311f78cb95cb (MD5) Previous issue date: 2011-02-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Teaching and learning representations have been more and more investigated in the Brazilian applied linguistics field, as it allows the understanding of the teachers representations and how they conceive the learning process. This practice facilitates the planning of actions to improve the educational system. This study aims at identifying, interpreting and discussing some representations related to the identity and professional view of English as a foreign language teachers in different school contexts of Natal-RN. The theoretical and methodological foundation for this research is Halliday s Systemic- Functional Linguistics (1994; HALLIDAY; MATHIESSEN, 2004; EGGINS, 1994, among others). Our goal was to reveal the teachers representations embedded in their language, mainly through the ideational metafunction, as language is the tool we use to express ourselves about the external world (events, qualities, things, etc) and the internal world (thoughts, beliefs, feelings, etc). The research corpus is made of 21 teacher narratives, generated from a questionnaire sent to the teachers, who were divided in two groups: Group 1 (public schools teachers) and Group 2 (private schools and English course teachers). Most of the participants seemed to be satisfied with their professional choice. Many of them see the job as a challenge and an opportunity to transmit knowledge. All of them affirmed that the English teacher is a professional, for different reasons; however, the low professional appreciation was a recurrent aspect among the studied narratives. When asked about where they work, the private school teachers seemed to be more satisfied with the teaching-learning process than the ones from the public schools. We believe that the data analyzed in this study is important to show how some English teachers from Natal-RN see their profession. The results might be used in continuing education courses as food-for-thought in group discussions, as it is extremely important to emphasize and stimulate this practice / O estudo das representa??es sobre o ensino e a aprendizagem de l?nguas ? um campo de investiga??o crescente na lingu?stica aplicada brasileira pois nos permite compreender as representa??es dos professores e como estes concebem o ensino. Com isso, ? poss?vel tra?ar planos e medidas para mudar a realidade da educa??o para melhor. Este trabalho visa identificar, interpretar e discutir algumas representa??es de professores de ingl?s como l?ngua estrangeira em variados contextos escolares de Natal-RN, a respeito de: si mesmos, sua profiss?o e o ensino no contexto onde atuam. A base te?rico-metodol?gica ? a Lingu?stica Sist?mico- Funcional de Halliday (1994; HALLIDAY & MATHIESSEN, 2004; EGGINS, 1994, entre outros). Buscamos levantar as representa??es constru?das pela linguagem, principalmente por meio da metafun??o ideacional, pois ? a partir do uso da linguagem que nos expressamos sobre o mundo externo (eventos, qualidades, coisas, etc.) e o mundo interno (pensamentos, cren?as, sentimentos, etc.). O corpus desta pesquisa ? formado por 21 narrativas docentes, geradas a partir de um question?rio aplicado aos professores participantes, que foram divididos em dois grupos: Grupo 1 (professores de escolas p?blicas) e Grupo 2 (professores de escolas particulares e cursos de l?nguas). A maioria dos professores pareceu estar satisfeita com a escolha da profiss?o. Muitos veem o of?cio como um desafio e uma possibilidade de transmitir conhecimento. Todos afirmaram que o professor de ingl?s ? um profissional; no entanto, a pouca valoriza??o profissional foi um tema recorrente. Em rela??o ao ensino na escola onde lecionam, os professores dos contextos particulares pareceram mais satisfeitos que os professores de escolas p?blicas. Diante das respostas desta pesquisa, acreditamos que este estudo teve relev?ncia para apontar o que pensam alguns professores de l?ngua inglesa de Natal-RN. Os resultados indicados aqui poder?o vir a ser utilizados como argumentos para discuss?o em grupo em cursos de forma??o continuada de professores de l?ngua inglesa, com o objetivo de enfatizar a constante necessidade deste tipo de forma??o profissional

Made available in DSpace on 2014-12-17T15:06:55Z (GMT). No. of bitstreams: 1 MariaLA_DISSERT.pdf: 1373580 bytes, checksum: b6d1fadb02e71d1c4e9e654613860d81 (MD5) Previous issue date: 2012-02-06 / Research about teacher education, carried out in the area of Applied Linguistics (AL), reveals the importance of reflective practices in the professional development of teachers. With the aim of contributing to this area, we present this case study conducted at a technical school in Natal, RN. The corpus of the study is formed mainly from the teacher‟s discourse, generated during a stimulated recall session and the instruments used to collect the data: an initial questionnaire, a video recording of a class and the text transcript of the stimulated recall session. The central objective is to understand the way in which the reflection-on-action (SCH?N, 1983, 1987) can contribute to raise the awareness of an English as a Foreign Language teacher (EFL) about her actions in the classroom. With this proposal, we begin our discussion presenting the origins, the presuppositions and characteristics of the concept of reflection according to Sch?n (1983, 1987), and supported by other authors (PERRENOUD, 2002; G?MEZ, 1995; IMBERN?N, 2009, among others); of critical reflection (LISTON e ZEICHNER, 1993; PIMENTA, 2002; DUTRA e MELLO, 2004, among others); and of the process of critical reflection (SMYTH, 1992). To evidence the reflections that emerge in the teacher‟s discourse, we found support in the theories and methods of Systemic Functional Grammar (SFG), which was initially proposed by Halliday (1985, 1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004) and followers, such as, Eggins (1994), Thompson (1996), among others. We focus mainly on the subsystem of Attitude, an integral component of the system of discourse resources, Appraisal, presented by Martin (2000), Martin and Rose (2003, 2007), Martin and White (2005). The results reveal that the actions of the teacher in the classroom reflect not only her professional experiences, but also her values and concepts about teaching/learning languages. The results also show the teacher‟s awareness of the need for changes in her practices. Faced with these findings, we believe that this study reveals important concepts that can direct teacher educators to rethink new ways of approaching teacher training courses. In addition, it also reveals the importance of discourse analysis based on a systemic functional approach. / Pesquisas sobre forma??o de professores realizadas na ?rea de Lingu?stica Aplicada (LA) revelam a import?ncia da pr?tica reflexiva no desenvolvimento do profissional docente. Visando apresentar contribui??es nessa ?rea, esta pesquisa mostra um estudo de caso desenvolvido em uma escola t?cnica na cidade de Natal/RN. Seu corpus ? formado principalmente do discurso de uma professora, gerado durante uma sess?o de visionamento. Os instrumentos utilizados para a coleta dos dados foram um question?rio inicial, a grava??o de uma aula em v?deo e o texto transcrito da sess?o de visionamento. O objetivo central ? compreender o modo pelo qual a reflex?o-sobre-a-a??o (SCH?N, 1983, 1987) pode contribuir para a tomada de consci?ncia de uma professora de Ingl?s como L?ngua Estrangeira (ILE) sobre suas a??es em sala de aula. Com esse prop?sito, iniciamos nossa discuss?o apresentando as origens, os pressupostos e as caracter?sticas do conceito de reflex?o de acordo com Sch?n (1983, 1987), e complementado por outros autores (PERRENOUD, 2002; G?MEZ, 1995; IMBERN?N, 2009, dentre outros); de reflex?o cr?tica (LISTON e ZEICHNER, 1993; PIMENTA, 2002; DUTRA e MELLO, 2004, entre outros) e do processo de reflex?o cr?tica (SMYTH, 1992). Para evidenciar as reflex?es que emergem no discurso da professora, buscamos suporte te?rico-metodol?gico na Gram?tica Sist?mico-Funcional (GSF), proposta inicialmente por Halliday (1985, 1994), Halliday e Hasan (1989), Halliday e Mathiessen (2004) e seguidores, tais como Eggins (1994), Thompson (1996), entre outros. Focamos especificamente no subsistema de Atitude, parte integrante do sistema de Avaliatividade apresentado por Martin (2000), Martin e Rose (2003, 2007), Martin e White (2005). Os resultados revelaram que as a??es da professora em sala de aula refletem n?o apenas sua experi?ncia profissional, mas tamb?m seus valores e concep??es de ensino-aprendizagem de l?nguas. Eles tamb?m demonstram sua conscientiza??o para a necessidade de mudan?as de sua pr?tica pedag?gica. Diante desses achados, acredita-se que este estudo revela concep??es importantes que podem levar os formadores de professores a repensar novas formas de abordar os cursos de forma??o docente, al?m de revelar a import?ncia da an?lise do discurso sob a perspectiva sist?mico-funcional.

Made available in DSpace on 2014-12-17T15:06:58Z (GMT). No. of bitstreams: 1 RodrigoNQ_DISSERT.pdf: 3682649 bytes, checksum: 33832ac05cfe929df2ad407d3f5c4739 (MD5) Previous issue date: 2012-11-30 / Research in the area of teacher training in English as a Foreign Language (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAH?O, 2010) articulates the complexity of beginning teachers classroom contexts aligned with teaching language as a social and professional practice of the teacher in training. To better understand this relationship, the present study is based on a corpus of transcribed interviews and questionnaires applied to 28 undergraduate students majoring in Letters/English emphasis, at a public university located in the interior of the Western Amazon region, soliciting their opinions about the reforms made in the curriculum of this Major. Interviews and questionnaires were used as data collection instruments to trace a profile of the students organized in Group 1, with freshmen and sophomore undergraduates who are following the 2009 curriculum, and Group 2, with junior and senior undergraduates who are following the 2006 curriculum. The objectives are to identify, to characterize and to analyze the types of pronouns, roles and social actors represented in the opinions of these students in relation to their teacher training curriculum. The theoretical support focuses on the challenge of historical and contemporary routes from English teachers initial education programs (MAGALH?ES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Our theoretical perspective is based on the Systemic Functional Grammar of Halliday (1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004), Eggins (1994; 2004) and Thompson (2004). We focus on the concept of the Interpersonal meaning, specifically regarding the roles articulated in the studies by Delu (1991), Thompson and Thetela (1995), and in the Portuguese language such as Ramos (1997), Silva (2006) and Cabral (2009). Moreover, we ascribe van Leeuwen s (1997; 2003) theory of Representation of Social Actors as a theoretical framework in order to identify the sociological aspect of social actors represented in the students discourse. Within this scenario, the analysis unfolds on three levels: grammatical (pronouns), semantic (roles), and discursive (social actors). For the analysis of interpersonal realizations present in the students opinions, we use the computational program WordSmith Tools (SCOTT, 2010) and its applications Wordlist and Concord to quantify the occurrences of the pronouns I, You and They, which characterize the roles and social actors of the corpus. The results show that the students assigned the following roles to themselves: (i) apprentice to express their initial process of English language learning; (ii) freshman to reveal their choice of Major in Letters/English emphasis; (iii) future teacher to relate their expectations towards a practicing professional. To assign the roles to professors in the major, the students used the metaphor of modality (I think) to indicate the relationship of teacher training, while they are in the role of a student and as a future teacher. From these evidences the representation of the students as social actors emerges in roles such as: (i) active roles; (ii) passive roles and (iii) personalized roles. The social actors represented in the opinions of the students reflect the inclusion of these roles assigned to the actions expressed about their experiences and expectations derived from their teacher training classroom / Pesquisas na ?rea de forma??o de professores de ingl?s como l?ngua estrangeira (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAH?O, 2010) dimensionam a complexidade de contextos da sala de aula de forma??o inicial em aliar o ensino da l?ngua com a pr?tica social e profissional do futuro professor. Como forma de fornecer subs?dios para a compreens?o dessa rela??o, a presente pesquisa baseia-se em um corpus composto de entrevistas transcritas de 28 alunos de um Curso de Letras/Ingl?s (CLI) de uma universidade p?blica localizada no interior da Amaz?nia Ocidental e suas opini?es acerca da reformula??o do curr?culo do curso. Os instrumentos de coleta de dados utilizados foram entrevistas e question?rios para tra?ar o perfil dos alunos do CLI concentrados em Grupo 1, com os alunos do 1? e 3? per?odos do curr?culo de 2009, e o Grupo 2, com os alunos do 5? e 7? per?odos do curr?culo de 2006. Os objetivos propostos buscam identificar, caracterizar e analisar os tipos de pronomes, os pap?is e os atores sociais representados nas opini?es dos alunos em rela??o ao curr?culo de sua forma??o inicial. O aporte te?rico enfoca os desafios do percurso hist?rico e contempor?neo dos programas de forma??o inicial de professores de l?nguas (MAGALH?ES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Para a perspectiva te?rica e anal?tica, apoiamo-nos na Gram?tica Sist?mico-Funcional (GSF) de Halliday (1994), Halliday e Hasan (1989), Halliday e Matthiessen (2004), Eggins (1994; 2004) e Thompson (2004). Focamos no conceito da Interpessoalidade, especificamente acerca dos pap?is abordados por Delu (1991), Thompson e Thetela (1995), e trabalhos em l?ngua portuguesa como os de Ramos (1997), Silva (2006) e Cabral (2009). A Teoria da Representa??o dos Atores Sociais de van Leeuwen (1997; 2003) contempla a base te?rica para identificarmos o car?ter sociol?gico dos atores sociais representados no discurso dos alunos. Com este panorama, o percurso proposto para an?lise percorre tr?s n?veis principais: os pronomes (n?vel gramatical), os pap?is (n?vel sem?ntico) e os atores sociais (n?vel discursivo). Para a an?lise das marcas interpessoais presentes nas opini?es dos alunos, utilizamos o programa computacional WordSmith Tools (SCOTT, 2010), e suas ferramentas Wordlist (Lista de Palavras) e Concord (Concordanciador) para quantificar as ocorr?ncias dos pronomes: Eu, Voc? e Eles, que permitam caracterizar os pap?is e os atores sociais no corpus. Os resultados demonstram que os alunos atribuem a si mesmos os seguintes pap?is: (i) aprendiz para expressar o processo inicial de seu aprendizado com o ingl?s; (ii) ingressante na licenciatura para expor suas escolhas em cursar Letras/Ingl?s; (iii) futuro professor para relacionar suas expectativas com a pr?tica profissional. Para atribuir os pap?is aos professores e o curso, os alunos utilizam a met?fora de modalidade, Eu acho que para marcar as rela??es da forma??o inicial como aluno e futuro professor. Destas evid?ncias emergem os atores sociais representados pelos alunos em: (i) pap?is ativos; (ii) pap?is passivos e (iii) pap?is personalizados. Esses atores sociais representados nas opini?es dos alunos refletem a inclus?o dos pap?is atribu?dos para as a??es expressas acerca das experi?ncias e expectativas oriundas da sala de aula de sua forma??o

Made available in DSpace on 2014-12-17T15:07:16Z (GMT). No. of bitstreams: 1 JenniferSC_TESE.pdf: 3063695 bytes, checksum: 0d6ef1004bc36ab603e52001b658aa5b (MD5) Previous issue date: 2013-12-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The focus of this qualiquantitative research is the phenomenon we are denominating Drama-of-Rio-Grande-do-Norte, which contemplates short verse texts from the oral tradition, sung and presented on stage by women in communities on the south coast of the northeastern Brazilian State, Rio Grande do Norte. This tradition harkens to the medieval romance of the Iberian Peninsula (CASCUDO, 2001; GURGEL, 1999; GALV?O, 1993; MAGALH?ES, 1973; ROMERO,1977). The objective of this research is to: identify what characterizes the genre Drama of Rio Grande do Norte; situate this genre within a systemization of genres from the oral tradition in Rio Grande do Norte; investigate the interpersonal relationships of power and solidarity through the role of the women in the discourse, how they see themselves and others, pointing out which elements of the world they evaluate and to identify representations of the feminine in the discourse. The theory of Genre and Register of Martin and Rose (2008) and Generic Structure Potential of Hasan (1989, 1996), which has as a base the Systemic Functional Linguistics of Halliday and Matthiessen (2004), Eggins (1994) among others, offers a theoretical framework for the characterization of the genre through the identification of stages and phases configuring its typology the individual schematic structure and its topology its relation to other phenomena in the oral tradition. Other groupings were mapped of the ‗Macrogenre , from the model of Martin and Rose (2008) as a continuum on two axis: between the poles of how the genre circulates orally x in writing, and recited/individually x staged/collectively; as well as mapping the samples with relation to power using the same model, but with the poles of individual voice x collective voice on an axis between increased power and diminished power. Eleven texts described as Narratives and one Anecdote were selected for the analysis of Attitudes, and Negotiations of power. Through the quantification of semantic discursive resources in the discourse systems of Appraisal (MARTIN; WHITE, 2005) and of Negotiation (MARTIN; ROSE, 2007), as well as reflections about humor (EGGINS; SLADE, 1997) we identified the Attitudes and the Negotiations of interpersonal roles. The quantification is based on the theories of Corpus Linguistics (BERBER SARDINHA, 2010), using WordSmith Tools 5.0 (SCOTT, 2010). Our results show that the Drama-of-Rio-Grande-do-Norte is characterized as a Macrogenre in the Community of Oral Stories, in the Family of Street Theatre/Games, composed of five genre types: Narratives, Praise, Complaints, Anecdotes, and Exemplum. The Macrogenre is characterized by its being circulated orally, staged collectively and the texts analyzed configure in differing degrees of power between men and woman. In synthesis we observe that through humor, the Drama-of-Rio-Grande-do-Norte functions to offer a space for women to voice, comment, judge and orient about social conditions in their communities, such as alcoholism, domestic violence, inequalities before the law etc., as well as circulating positive appreciations of rural/coastal culture and judgments about the behavior of members of the speech community, the role of women being to establish and reinforce norms. We anticipate possible benefits of the addition of the genre analyzed in literacy projects in the schools of Rio Grande do Norte / O foco desta pesquisa qualiquantitativa trata do fen?meno que denominamos Dramas Norte-rio-grandenses, e compreende textos em versos curtos, da tradi??o oral, cantados e apresentados em palco por mulheres em comunidades no litoral do Rio Grande do Norte, uma produ??o que remonta ao romance da pen?nsula ib?rica medieval (CASCUDO, 2001; GURGEL, 1999; GALV?O, 1993; MAGALH?ES, 1973; ROMERO,1977). A pesquisa objetiva: identificar o que caracteriza o g?nero Drama Norte-rio-grandense; situar o g?nero dentro de uma sistematiza??o de g?neros discursivos de tradi??es orais norte-rio-grandenses; investigar as rela??es interpessoais de poder e solidariedade pelo papel das mulheres no discurso, como estas se avaliam e avaliam os outros;apontar quais elementos do mundo avaliam; e identificar as representa??es do feminino no discurso. A teoria de G?nero e de Registro de Martin e Rose (2008) e Estrutura Potencial do G?nero de Hasan (1989, 1996), que tem como base a Lingu?stica Sist?mico-Funcional de Halliday e Matthiessen (2004), Eggins (1994) dentre outros, fornece o arcabou?o te?rico para a caracteriza??o do g?nero discursivo pela identifica??o de est?gios e fases configurando sua tipologia a estrutura esquem?tica individual e sua topologia a sua rela??o com os demais fen?menos da tradi??o oral. Ademais, outros agrupamentos foram feitos do ‗macrog?nero a partir do modelo de Martin e Rose (2008), num cont?nuo entre dois eixos: os polos de circula??o oral x escrita e declamado/individual x encenado/coletivo, bem como um mapeamento dos exemplares a respeito de poder utilizando o mesmo modelo com os polos de voz individual x voz coletiva num eixo entre poder acentuado e poder reduzido no outro. Onze textos de dramas do tipo Narrativa e uma Anedota foram selecionados para a an?lise das atitudes e negocia??es de poder. Pela quantifica??o de recursos sem?ntico-discursivos nos sistemas discursivos de Avaliatividade (MARTIN; WHITE, 2005) e de Negocia??o (MARTIN; ROSE, 2007), bem como reflex?es sobre o humor (EGGINS; SLADE, 1997), identificamos as atitudes e as negocia??es de papeis interpessoais. A quantifica??o est? embasada nas teorias da Lingu?stica de Corpus (BERBER-SARDINHA, 2010), utilizando a ferramenta computacional WordSmith Tools 5.0 (SCOTT, 2010). Como resultados, caracterizamos o Drama Norte-rio-grandense como um Macrog?nero da Comunidade de Est?rias Orais, na Fam?lia de Brincadeiras/Teatro da Rua, composto por cinco tipos de g?neros: Narrativa, Elogio, Reclama??o, Anedota, e Exemplo. O Macrog?nero caracteriza-se pela circula??o oral, encena??o coletiva, e os textos analisados configuram-se em graus de poder variados. Sintetizamos que, pelo vi?s do humor, o Drama Norte-rio-grandense funciona como um espa?o que permite a voz feminina dizer, comentar, julgar e orientar sobre condi??es sociais nas comunidades em que s?o encenados, tais como alcoolismo, viol?ncia dom?stica, desigualdades perante a lei, etc., al?m de circularem aprecia??es positivas da cultura rural/litoral e julgamentos sobre comportamentos dos membros da comunidade de fala, o papel das mulheres sendo o de estabelecer e refor?ar normas. Antecipamos poss?veis benef?cios da inser??o do g?nero analisado em projetos de letramento nas escolas do Rio Grande do Norte