Repositório RCAAP

This paperexploresan intersection betweenthree main topics: (i) sociolinguistic variation, (ii) variation acquisition and processingaccording toa psycholinguistic approachand (iii) mother-tongue teaching/learning when the two previous factors are taken into account. Nonstandard linguistic varieties coexist in society with a standardized variety that could be defined as the ‘language of education’. The distance between standard forms and the variety acquired by children at home is quite variable and could have an impact on how and when the formal register becomes (or not) part of the range of linguistic speaker’s options.In order to address these issues, we provide experimental results regarding the comprehension and production of two linguistic aspects that show a high variation in Brazilian Portuguese– verbal agreement and anaphoric forms in direct object position – as a function of formal education exposure; we also articulate these results with the concepts of core grammar and marked periphery (Kato, 2005) for a more theoretical discussion.

This paper discusses the criteria used by third and fifth graders who attend a public school, in Pelotas, RS, Brazil, regarding the function of diacritical marks in the writing system. Considering the close relationship between prosodic stress and the rules of use of diacritical marks, the study reported in this paper aimed at investigating children's hypotheses concerningthese orthographic devices. Data were collected by a controlled writing instrument, which was especially designed for this research, and by clinical interviews guided by the Piagetian method (Carraher, 1989). After completing awriting task, children were induced to explain the reasons that led them to usediacritics in their spelling. The analysis of data on their written production showed that children got the diacritical mark right, mainly in contexts in which alternation of vowel timbre could occur, that is, in medium and low medium vowels. Results of the interviews highlighted the emergence of criteria based on acoustic and graphic aspects. The analysis allowed us to define a hierarchy of acoustic criteria, i. e., vocalic timbre, vowel duration and prominence.

The shared reading of books is one of the activities that most contributes to the development of young children's  language  (JUSTICE; SOFKA, 2010; SÉNÉCHAL, 2015; EVANS; SAINT-AUBIN, 2005; SÉNÉCHAL; LEFEVRE, 2002) and has effects in the acquisition of the written language registers (BUS et al., 1995). However, the effects of this contribution depend on how the adult interacts and encourages the child's participation in the discussion and reflection beyond the text. Young children who actively participate in adult-led shared reading of books, which interact with them through questions, word-labeling, and referents, have greater gains in vocabulary than children who passively hear the book reading (SÉNÉCHAL et al., 1995). In addition, the use of questions plays a key role in directing attention and maintaining the child's participation in the activity of shared reading. The purpose of this study is to (1) determine how often preschool teachers ask questions during shared reading of books with their students, and (2) identify the types of questions that teachers asked related to basic vs. complex questions. A total of nine teachers and their students aged 3 to 5 years, from a city in the interior of Rio Grande do Sul, Brazil, participated in the study. Two shared reading sessions of each teacher (n = 18) were recorded on video, transcribed and coded using an adapted version of the Systematic Assessment of Book Reading-Transcript Coding Version 2.1 (ZUCKER et al., 2017). The results show that during the eighteen shared reading sessions, teachers compiled a total of 329 questions, classified into two categories: basic questions and complex questions. From the total, the basic ones had a higher frequency (n = 285) and complex questions were formulated less frequently (n = 44). The results of this research are in line with other studies (PENTIMONTI et al., 2018; BECK; MCKEOWN, 2001; GIROLAMETTO et al., 2000) that show that teachers usually ask basic questions more frequently when compared to complex questions. Therefore, we emphasize the importance of call  teachers attention to the value of shared reading, mediated by an interaction that favors the formulation of questions, seeking to expand the proportion of complex questions, given the influence that this type of activity has on the cognitive and linguistic development of children.

The insertion of topics of Modern and Contemporary Physics (FMC in the Portuguese abbreviation) in high school is a challenge in the current panorama of Physics teaching. In the perspective of collaborating with this debate, we present in this article an alternative didactic sequence, using elements of artistic expression, aiming to help high school teachers in their approach of topics of Quantum Mechanics intended for high school students. The comic book (HQs in the Portuguese abbreviation), entitled The way adventures and debates from the classical atom to the quantum atom, come about basic interpretations of the Planck, Bohr, de Broglie and Schrödinger theories regarding the structure of the atoms. The experience of the application took place in a classroom of the third year throughout the didatic sequence which was inspired by Potentially Significant Teaching Unit (UESP in the Portuguese abbreviation), taking into account principles of cognitive theory of meaningful learning. The results of the experiment were analyzed under a qualitative-quantitative perspective, and indicated a satisfactory progress of the students' resourcefulness, collaborating for the development of an investigative attitude. The students also demonstrated involvement with didactic material, commitment to team work, and, above all, initial understanding of the concepts and phenomena studied. The contextualization of the content as cordel language verses and the illustrations of comics, through the approximation between Art and Sciences, allowed students to think and study Physics from the perspective of creativity, giving more freedom to stimulate the development of the imaginative capacity.

This paper investigates the ongoing party realignment process in the state of Rio de Janeiro. The article studies the parties of the governors and senators elected by direct vote in Rio de Janeiro between 1982 and 2018. Besides the governors, the article studies the parties elected for theLegislative Assembly of the State of Rio de Janeiro (ALERJ) and for the Chamber of Deputies throughout that period. The research confirmed the hypothesis of the recent party realignment inRio de Janeiro and identified that with the electoral decline of brizolismo and with the arrest of the main local leaders of the PMDB since 2016, the traditional political center of the state – PDT by the center-left and PMDB by center-right – imploded and new parties from the extremes of the political spectrum emerged as PSL, PRB and PSC on the right, and PSOL on the left.

In this work, we aim to analyze metalinguistic resources in digital texts posted by A Capa “newspaper”, a Facebook page which posts multimodal texts, triggering readers’ reflections about daily subjects. Based on Culioli and Normand’s (2005) discussions on language knowledge, we argue that metalanguage is a rational and conscient activity. We assume that it is directly related to identity argument, proposed by Perelman and Olbrechts-Tyteca (2014), since it appears under expressions of definition or classification about language. By analyzing A Capa posts we argue that metalanguage is indeed an important argumentative strategy, which can drive reader to the conclusion intended by the “newspaper without newspaper”.Abstract: In this work, we aim to analyze metalinguistic resources in digital texts posted by A Capa “newspaper”, a Facebook page which posts multimodal texts, triggering readers’ reflections about daily subjects. Based on Culioli and Normand’s (2005) discussions on language knowledge, we argue that metalanguage is a rational and conscient activity. We assume that it is directly related to identity argument, proposed by Perelman and Olbrechts-Tyteca (2014), since it appears under expressions of definition or classification about language. By analyzing A Capa posts we argue that metalanguage is indeed an important argumentative strategy, which can drive reader to the conclusion intended by the “newspaper without newspaper”.

Interviews with Rio Grande do Sul authors and translators

Presentation Cadernos de Tradução 39.3

Expediente

Transation

Este texto objetiva trazer a síntese das normas da revista Em Tese, em conjunto com as normas da Biblioteca Universitária da Universidade Federal de Santa Catarina (UFSC). Aqui estão destacados exemplos de como adequar os artigos, resenhas, entrevistas e traduções às nossas normas, que estão disponibilizadas no site da revista e nos modelos dos templates acima citados. O resumo é um breve sumário do artigo. Ele deve ser uma descrição completa e sintética do conteúdo do artigo, que sintetize os propósitos, método e conclusões do trabalho. As informações devem ser expostas em um parágrafo, com narrativa contendo introdução (tema central do estudo e objetivos), meio (forma de abordagem do tema e fontes utilizadas) e fim (conclusões ou hipóteses principais). Instruções técnicas para elaboração do resumo: deve ser redigido em fonte Arial, tamanho 9, com espaçamento entre linhas do tipo simples, com alinhamento justificado e sem hifenização. Ele deve ser apresentado em parágrafo único e sem referências bibliográficas, contendo, até 10 linhas. Lembre-se, o resumo é uma vitrine para os leitores e é a partir dele que os pesquisadores tomam a decisão de lê-lo ou inclui-lo em suas investigações.

Este texto tiene como objetivo traer la síntesis de las reglas de la revista Em Tese, em conjunto com las normas de la Biblioteca Universitária de la Universidade Federal de Santa Catarina (UFSC). Aquí hay ejemplos de cómo los artículos, reseñas, entrevistas y traducciones se ajustan a nuestras reglas, que están disponibles en el sitio web de la revista y en los modelos (templates) anteriores mencionados. El resumen es un breve índice del artículo. Debe ser una descripción completa y sintética del contenido del artículo, resumiendo el propósito, el método y las conclusiones del trabajo. Las informaciónes deben presentarse en un párrafo, con narrativa que contenga introducción (tema central del estudio y objetivos), medio (enfoque del tema y fuentes utilizadas) y final (conclusiones principales o hipótesis). Instrucciones técnicas para redacción de resúmenes: debe escribirse en letra Arial, tamaño 9, con un espaciado de línea simple, alineación justificada y sin separación de sílabas. Debe presentarse en un solo párrafo y sin referencias bibliográficas, conteniendo hasta 10 líneas. Recuerda, el currículum es un escaparate a los lectores y es por eso que los investigadores toman la decisión de leerlo o incluirlo en su investigación.

This text aims to bring the synthesis of the rules of the journal Em Tese, together with the standards of the University Library of the Federal University of Santa Catarina (UFSC). Here are some examples on how to adapt articles, reviews, interviews and translations to our standards, which are available on the journal's website and in templates. The abstract is a brief summary of the article. It should be a complete and synthetic description of the article content, which summarizes the purposes, method and conclusions of the paper. The information should be presented in a paragraph, containing the introduction (central theme of the study and objectives), the development (approach of the theme and sources used) and the conclusions (or main hypotheses). Technical instructions for preparation of the abstract: it must be written in Arial font, size 9, with simple line spacing, justified alignment and no hyphenation. It must be presented in a single paragraph and without bibliographic references, containing up to 10 lines. Remember, the abstract is a showcase for readers, and it is from this that researchers make the decision to read it or include it in their researches.

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