RCAAP Repository

The present work deals with the relation between the high school graduate students reading skills and their predominant argumentative knowledge of essay´ structures. In order to carry out this investigation it has been necessary to analyze the performance of the students who are in their third year at high school through a reading comprehension test and a predominant argumentative structure knowledge test, based on the theory postulated by Adam (1992). The Pearson Coefficient of Correlation of these variables is calculated from the results given. The result of this coefficient has indicated the correlation of – 0,578 – and has confirmed the hypothesis that one variable is related to the other. The theme is very complex considering the features of the objects observed - reading, short story and argumentation - and the fact that they lead to other factors that also contribute to the correlation. Therefore, new scientific projects which focus the integration of these elements have been necessary because of their importance to the academic paradigms that form proficient readers.

Throughout this article the authors intend to report researches, centered on the Psycholinguistics, on what refers the reading process and reading comprehension developed at Centro de Referência do Desenvolvimento da Linguagem – CELIN of FALE/PUCRS (Language Development Center– CELIN of FALE/PUCRS) since 2001. The reported researches have as a mark the association with teaching and extension. Furthermore, the studies are focused on the combination between theory and practice and University and Community.

This essay aims to analyze how blackness is represented in the Brazilian Literary Canon. During the naturalism, some stereotypes were formed. This work intends to discuss the characters that show a prejudiced image of black people and the characters that break the naturalist paradigm.

This work aims at discussing the importance of orality in the literacy process, based on Psycholinguistics studies. It presupposes that the work with pragmatic, semantic, morphological and phonological language bases through orality benefits reading and writing processing, as it stimulates the linguistic awareness development. Therefore, it’s probable that if teachers know better the students’ language development process and stimulate that from this linguistic base they will facilitate the initial reading and writing acquisition processes. In order to do that, this work brings suggestions of easily applicable activities to the classroom.

The last century, especially from the second half, was marked by a fantastic development in the studies on the human brain. The new technologies in the area of image and reception of infinitely discreet incentives made possible the observation of the operation of the mind - here as function of the brain - in different situations of behavior. Those discoveries provided to the professionals of several areas - medicine, psychology, education, etc. - better work conditions to make possible the deep analysis of the children’s learning, for instance. Regarding the teaching-learning, the advantages are immeasurable, once now it is known, with a degree of quite big safety, the forms as the students codify, consolidate / store and recover relative memoirs to the contents the one that are exposed.

The status of the clitic group as a constituent of the prosodic hierarchy has been discussed for a long time. On the one hand, authors like Nespor and Vogel (1986) argue in favor of its presence in the prosodic hierarchy, and on the other hand, authors like Peperkamp (1997) try to explain why this presence is not adequate. Besides discussing these different points of view, this article searches for a phonological rule that is specific of the clitic group in the English language, which would argue in favor of its place in the prosodic hierarchy. Thus, this article presents the rule of vowel reduction in English, in order to question the universality of the clitic group as a domain for phonological rules. Key-words: Clitic Group; Prosodic Hierarchy; Vowel Reduction.

Apart from an active and cooperative behavior, the proficient reading as a procedural-activity demands a number of specific abilities from the reader. The attitude the reader assumes during the reading process results, among other factors, from the objective of the reading activity. It is the objective that determines the relevance of the different elements presented in the text. Therefore, in this process of (re)construction of the meaning, there are some converging elements from reading and writing processes that should be identified by the reader so that, in a further stage, they will function as a resource to reach a better proficiency in the process of writing texts.

In 1996, Heidrun Krieger Olinto collects some articles about new ways of writing Literature History, which she calls "new German theories". Which theoretical canon is this one, that intends to highlight a new way of thinking studies on historiographic writing? This article analyses such theories under a new paradigm - the fall of the Berlin Wall and the transformations occurred since the passage from a imanentistic text configuration to a Reception Aesthetics based conception - and under a new perspective over past, not totalitarian, but fragmented. Next, it seeks in the most recent studies, organized by Maria Eunice Moreira in the book Histórias da literatura: teorias, temas e autores, parameters to find new theories on literature history, already previewed by Olinto.

This work is organized to obtein greater understanding of the phenomena involved in brain literacy, specifically the stages of acquisition proposed by Ferreiro and Teberosky. The discoveries of neuroscience, specifically the function of the hippocampus, allow hypothesizing about some brain phenomena involved in the acquisition of complex and reporting elements in the consolidation of long-term memory. These discoveries bring important pedagogical implications for the process of literacy.

The production of sounds apparently meaningless it is one of the first manifestations of the human being. When we “learn” to communicate in a coherent way, we still do not realize the difference between speech and writing, but we end up developing capacities and abilities evolved in language use, in the way it is most commonly accepted as adequate and efficient, to the purposes of good communication, without being aware of such a process. Native speakers, in general, are not familiar to the different levels of elements that constitute the language, however, the ones who wish to develop the linguistic conscience of learners need to domain the constitutive elements of language structure, correspondent to the linguistic levels , divided in: phonic (related to the phonologic conscience, is the first level of the structure of the language – written or spoken), morphologic (related to the word formation – gender, number), syntactic ( related to the structure of phrases, it determines the standard organizational rules of phrases and discourses), semantic ( related to the textual cohesion: the vocabulary choice, natural flow of ideas, adding of information, maintenance of the proposed theme) and pragmatics ( correspond to the language use in a communicative use: who talks, to whom; what about, when, through what is it spoken). This way, the teacher has the task to create strategies that contemplate work with all linguistic levels by the students, in order to make learning a success.

The aim of this paper is to discuss about the formation of meaning through the association among language, culture and cognition, which is considered inseparable. The meaning of each expression can be built only at the moment of the interaction, and it doesn’t exist before it. Thus, language is a way to this process, in which all kinds of knowledge are organized through interaction and with the projection onto hearer. Therefore, the relation language, culture and cognition is continuously built. The creation of meaning for oneself, for the other and for the world is done by inferential activity, which is demonstrated and exemplified in this text.

"Reuni as suas cartas e fiz um livro, sendo os pensamentos da senhora G. M." by Ian Alexander.

The reading and writing process intermediated by the most recent Água Viva edition is the object of attention in this essay, which focuses Clarice Lispector’s piece of work, understood as a quite introspective text. I have analyzed it considering its behavior as discourse and how the impression of introspection emanates from it and is evaluated by the graphic object that fashions it, including the paratexts that present and manipulate its reception. From a personal (and subjective) reading experience, I try to denude the esthetics-literary phenomena, in its dependence on the author-text-reader triangle as well as on its graphic issues.

This article reports the results of an ethnographic research which aimed at investigating the teaching practice of six English teachers in relation to the teaching of pronunciation in contrast to the students’expectations and to the theoretical assumptions of the approach adopted by the participant teachers.

This article is about Inácio, O enfeitiçado e Baltazar, novellas by Lúcio Cardoso published in a single book. These novellas represent a kind of rite of passage in the author’s life, taking into account that in O enfeitiçado, he adopts, for the very first time, the form of memories, a characteristic which was structurally based on Crônica da casa assassinada, the novel which made him notorious as a Brazilian writer. Our goal is to demonstrate how the author creates his narratives, stressing the importance of introspection and the technique of probing the characters’ minds who narrate the plots mentioned. According to this point of view, the author uses memory as a supporting point and reveals a common world to everyone who wishes to decipher the mystery which lies upon the other and the universe.

Analysis of the book Os sinos da agonia, by Autran Dourado. The symbolism of the bells. The romantic charater in opposite to the tragic. The connection of the work with the myth of Fedra. The narrative focus as essential element for the composition of the plot.

The present work analyzes the history of science-fiction literature in Brazil from the middle of the nineteenth century to the present. The goal is to investigate the process of marginalization of the genre from the standpoint of the construction of Brazilian literary canons. The comprehension of the canon parameters is a key to understand the non-assimilation of the genre by the official canon.

L’objectif de cet article c’est de réfléchir sur l’écriture métafictionnelle du roman A hora da estrela (1977), de Clarice Lispector. Il s’agit, plus précisément, de suivre la trajectoire du narrateur-personnage qui, en nous racontant l’histoire, nous raconte également sur soi-même. Pour ce faire, nous partirons de la théorie de Linda Hutcheon (1984) sur l’auto-référentialité du texte littéraire pour mettre en évidence qu’il y a, au cœur de l’œuvre citée, une préoccupation tout à fait particulière en ce qui concerne son structure théorique et littéraire.

Sergio Kokis, painter and writer, born in 1944 in Brazil and took root in Canada, he publishes his first book in 1994 – Le pavillon des miroirs, the only novel translated into Portuguese up to the moment. This work aims to present an analysis of the narrator of Le pavillon des miroirs, showing the proceedings of language exploration of the subjectivity, as well as the relations between memory and oblivion. We intend to show up as the narrator recovers experiences survived through episodes brought by the memory, oscillating between the present exiled in a cold Country, and the past of the childhood, survived in the city of the Rio de Janeiro. In the novel analysis, we will also think about the relevance of considering the narrative of Kokis as an autofiction, neologism created by Serge Doubrovsky (1977) in reply to the famous study of Philippe Lejeune (1975), The Autobiographical Pact, which points to the theoretical problems of the autobiography and its possible definitions, revealing the complexity of this type.

The novel Lavoura Arcaica , by Raduan Nassar, presents in its narrative structure, a series of symbols that refer to the universe of tradition and its collapse. Thus, it builds two semantic sets according to the establishment of semantic distinctions between the values of family and the feelings of the individual protagonist. This article examines the meaning of the symbols evoked by the narrator, setting pairs of opposition and networks of relationships in order to understand the cultural renewal from a symbolic subversion.