RCAAP Repository

Investigación teórica que visa analizar la fundación de la Sociolingüística Paramétrica (SP) propuesta por Tarallo & Kato. En esta disertación, utilizamos los conceptos de campo de la complementariedad extraído de Henry (1992) y también la Banda de Moebius, recurso topológico que permite una reflexión de las dicotomías que emergen de nuestro estudio, interno/externo, social/sicológico, homogeneidad/heterogeneidad, intra/inter-lingüísticos, entre otras. De acuerdo con Henry (1992) la lingüística emergió de una conjunción científica e ideológica cuyos ejes pueden ser descriptos. Ejes cuyos polos, ora miran el interno, ora el externo. Delante de esto, intentamos localizar las teorías que son usadas en la fundación de la SP, Gramática Generativa (GG) y Sociolingüística Variacionista (SV), en el eje descrito por Henry (1992). La GG en el eje interno y la SV en el eje externo. Como ya dijimos, el resultado de la compatibilización de dos teorías, que miran polos distintos, es la SP. En la GG buscamos su carácter sicologizante/biologizante percibido por su definición de lengua y hablante/oyente. En la SV buscamos investigar la lectura del texto clásico de Weinreich, Labov & Herzog, apuntando la relación de la teoría con el externo/social. Buscamos nuestro posicionamiento sobre el movimiento de complementariedad propuesto por Tarallo & Kato, sustentados en la afirmación de Henry (1992) de que no hay complementariedad en la Lingüística y también en las propiedades matemáticas de la Banda de Moebius que permitieron que hiciéramos reflexiones sobre las dicotomías. Nuestro estudio nos permitió afirmar que, por nuestra perspectiva, la complementariedad en cuanto posibilidad de juntar dos teorías formando una tercera, responde a un ideal de complementariedad que en cuanto a qualquier ideal está fadado a la frustración.

This study aimed at investigating the representations, which constitute the imaginary of teachers and students of a course of languages and related literatures, concerning the English language and its role towards the world today. It was also our aim to find out whether the political and ethical dimensions related to the English language are problematized during their formation, specifically during the classes of disciplines which are more closely related to students formation. The hypothesis underlying our study was that the way professors and students conceive of those two dimensions (political and ethical) related to the English language have contributed for the adoptions and of naïve stances and conceptions concerning the teaching and use of the English language. Data were gathered through interviews conducted with five professors who teach at referred course, and through a questionnaire, which was answered by 36 students. Results, in a general sense, reveal that issues related to ethics and politics, as far as language practices are concerned, have not been discussed in the context of formation of English teachers, and they not been perceived as an important point to be included in the syllabus of the disciplines related to their formation. This was revealed through the linguistic manifestations of both professors and students. Only one of the two professors interviewed showed evidence of being constituted in a critical and discursive perspective, which takes these issues (political and ethical) into account during students formation. Thus, we could say that the emphasis of the course seems to be on the teaching of the English language per si , and on the methods, approaches and procedures to be adopted during the classes.

This study aimed at investigating the way the construction of several Olga Benário s identity positions occurs, from the politics of nomination/predication and the representation found in the linguistic materiality of some biographical texts: the books Olga, by Fernando Morais (2004) and Camaradas, by William Waack (2004); the essays Olga , by Rita Buzzar (1995) and Olga Benário Prestes, minha mãe and Olga: revolucionária sem perder a ternura , both written by Anita Leocádia Prestes, which have been published in 1995 and 2004 respectively. This investigation had also the purpose of identifying the systems of values and beliefs which are in play in the legitimation and in the deletion of several Olga s identity aspects. It intended to present how these aspects are described and how they identify that militant woman by means of the politics of representation which are subjacent to the politics of nomination/predication used in each of the analyzed texts and which are directly related to the process of Olga Benário s identity construction, afterwards, Olga Benário Prestes. Finally, the developed analysis configured itself as a research of analytical, critical and descriptive character since it is based on post-structuralist theoretical approaches about the concept of identity, interpreted and described the process of construction of the aspects which identify Olga Benário. The above mentioned analysis took into consideration the social-historical, cultural and ideological manifestations of the moment when Olga s militancy had taken place, even the context of the biographical texts have been written. Thus, it was possible to confirm the following hypothesis: some Olga s identity aspects are deleted and others are put in evidence in the texts, depending on the convenience of the politics of representation of each analyzed source, since every particular politics of representation is always molded by ideological, social and political questions. As a result, Olga s portrait always presents itself as multifaceted. The several Olga s identities were noticed, even though there had been the necessity of each writer to make Olga s identities essential. The parameter of this research was that from Pragmatics, related to the discussion of the performative character of language and to the act of nominating/predicating (AUSTIN, 1990); to the politics of representation (RAJAGOPALAN, 2002, 2003). Besides, this research took use of the notions of identity and difference which were discussed from the perspective of cultural and linguistic studies.

The project Coffee with Freud (CcF) is a proposal supported by an approach of lived experiences. It indicates a space of investigation linked to a theoretical support. It is a happening which can be defined as a place of pulsation. It joins and mobilizes people, a concrete experience which seems to touch the saying borders. It means a language bothering in which a rupture movement threatening other significant. It also provokes effects of mis-sense . Each CcF edition questions a conceptual psychoanalytical framework, involving a discursive and linguistic approach. It considers subjects as language effects, attributed to laws and cultural propositions. CcF is a place of pulsation which emphasizes subject notion as supposed to be not measurable. It is not conditioned to itself. It deals with meanings as a language pulsation passage, as a possibility of feelings expression in the impossibility of feelings saying. One of the theoretical presuppositions of this work deals with the deciding process of CcF themes. Its editions are thematic and there are two guests for exposing the chosen theme. Such choice will constitute an animation trace. This choice supposes to give life, soul and movement to the project idea. Thus, it could be considered as being a story which will be told the so-called mis-sense : a narrative of a misunderstanding condition of human being human contradiction. Another presupposition for such work refers to what Lacan means as being a false step, the needed step for interfering guest participation. In CcF, invited guests, when confirm their participation, they inscribe themselves in a dimension of sin , the beginning of a symptom, according to Lacan. The sin of primordial absence, once there is an enunciatively aesthetics about how to say in the CcF proposal. It provokes a sensation of an interrupted searching which, in fact, is never interrupted. CcF editions are concerned to Lacanian symptom expression. It is a moment in which guests and audience work discursively in their pulsation singularity, associating language, pulsation body and symbol (sin and set; sin and tone). It means an expression of a time which identifies itself to a movement of language subversion. It is an aesthetics dimension. CcF rescues lost words as sense effects.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This work aimed to investigate the use of coherence and cohesion mechanisms present in college entrance examination texts, using the criteria for composition correction established by UFU (Federal University of Uberlândia). For the investigation here proposed the following authors were used as theoretical reference: Beaugrande and Dressler (1981), Koch and Travaglia (2004). The research was performed out of a random choice of 80 compostions which were analysed and whose faults were quantified and classified within a total of 12 aspects, according to the correction criteria for compositions by UFU: Structuring and Argumentativity (suitability of the title to the content of the composition; tangibility and deviation from the theme, the presence of arguments, relationship of the arguments with the main theme, non-authorized inferences, contradiction); Cohesion (use of the inter and intra-statement resources and PIS (progression, sufficiency of data and vocabulary adequacy). The qualitative and quantitative analysis of the results showed that the college entrance examinees presented greater difficulty regarding the PIS, that is, they had problems to produce informative texts which show textual progression and enough data to be interpreted as well as adequate language to the context of production. The second most violated criterion was the Cohesion, showing the difficulty of the text producers to apply the grammar resources suitably to the texts they produce, in order to give the ideas an ideal sequence. Thus, the analysis and discussion of the data showed that the college entrance examinees do not bear the basic requirements demanded by the University. They are not, therefore, in their greater majority, able to produce texts which are coherent, cohesive and efficient.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This dissertation presents the results of a research project carried out upon the theoretical framework provided by Social Interactionism. Due to our involvement with the Secondary Education and our long teaching experience, we became interested in questioning and discussing the classroom interaction between teachers and students in reading lessons. It happened also because colleagues' complaints about students' performances in reading have become recurring. The hypothesis that guides this research work is that the pedagogical actions that have been undertaken in reading lessons are not sufficient for promoting its effective learning. Therefore, we have analyzed eight Portuguese lessons which were aiming at teaching reading. Our analysis has allowed us both examine and show how the interaction process happened along the reading lesson, which have been recorded and transcribed afterwards for analysis. The participants of this research investigation consist of two fourth-grade and two fifthgrade teachers. Our analysis has been carried out upon the indiciary paradigm, as it was proposed by Ginzburg (1989), for it allowed us analyze indiciary marks that were implicitly or explicitly present and constituting the reading lessons. After analyzing the lessons excerpts, we were able to point that during the reading lessons interaction is repeatedly chopped off, besides, different forms of silencing are recurring as well. These two factors hinder the meaning construction in the teaching-and-learning process of reading from being shared; this way, the teacher's monossemic and factual reading prevails. We were also able to analyze that the reading conception underlying teachers' practice seems to contradict the formal documentation that was supposed to legislate teachers' pedagogical actions, since their practice simply corroborates both the decoding of graphemes and the oralization of the written text. These factors contribute for making the learning of reading stuck: since class situation is not centered in learners, they resist, and their resistance is, for instance, considered by the teacher as lack of interest.

The aim of this dissertation was to investigate plural absence in Noun Syntagma in interviews with speakers of a community in Goias city, Brazil, based on theoretical and methodological Labov s Linguistic Variation approaches. Linguistic factors were: phonic prominence, syntagma elements position, syntagma elements grammatical class and syntagma structure. Extra linguistic variables were: schooling, sex and age. Based on works from Braga (1977) and Scherre (1988), the conditions for noun number agreement rules were studied and compared to pattern language in this community in Brazilian Portuguese speaking. The hypothesis were confirmed: speakers who studied till the second degree use less agreement rules than those who studied till fourth degree, although schooling was not relevant in every data crossing; female speakers are more concerned to these rules than male ones; explicit plural marks are less frequent in binary data (-prominent) as in mulher-mulheres, pior-piores; the first position have favored s retention in every data crossing; article was the grammatical class that received more plural marks; and syntagma structure that received more plural marks was that formed by a Determinant and a Noun (DET N)

This research checked the relation between reading and motivation through indicators of internal motivation and interpretation of tests, chosen for classroom reading. We searched data that could show the influence of the motivation, or not, in the reader education. In the first moment, we loooked for information which characterized the readers' own self-image, his enviroment, reading preferences. Based on this last item, we chose the texts used in this study. An instrument, adapted to the purpose of this research, brought up data related to internal motivation. Then, the students went through texts to measure their level of motivation. After checking their performance, their low and high level of motivation, evidence was produced to confirm that motivacion really plays an important role in reading. The hypothesis was confirmed. Internal motivation is a meaningful element in reading. The result spotlights motivation as an important factor in reading in classroom at and at home. Motivation enables the student to elaborate this reading activity.

This study tried to focus upon the academic reception which the psychogenetic theory of learning the written symbolic system had among the teachers in the schools of the fundamental level in Uberlândia. Emília Ferreiro directly, Jean Piaget and Lev Vigotski indirectly were brought into the scene as well. The research approach was qualitative and the instruments used in the research were the following: a questionnaire and an oral interview. The analysis of data shows that linguistic knowledge is vital in the task of teaching the written system and that the teachers usually have a misconception of Ferreiro's psychogenetic theory.

This dissertation aims at inquiring some aspects of the identitary constitution of the Spanish teacher as a foreign language without graduation in the field of foreign language teaching. This research uses some concepts from the French Discourse Analysis influenced by the Lacanian psychoanalysis. In such a perspective, we consider that the subject is constituted in and by the language. The corpus is composed by Spanish teachers sayings about their own experiences in the learning and in the teaching of Spanish. The analysis of these sayings shows that these teachers constitute themselves as foreign language teachers in the gap between the discourse of necessity, which has been spread over since people s interests in learning Spanish have increased in Brazil, and the discourse of the effort, which allows the teachers accomplish the demands of the market, assuming the position of a Spanish teacher.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This work aims the investigation of the several criminal suit court record text categories: types, genres and species (according to TRAVAGLIA, [2003]/2007) which are used in our society in the criminal court. Thus, it is necessary to contemplate the idea that the number of texts used in a criminal process is great and that each epoch lives a set of rules that are of its own, i.e, they do not abandon the past, they do not break up with the traditions, although they shape or discipline the human facts according to the demands of the moment. Therefore, our intention is to verify the existence of these several categories of texts, characterize them linguistically and verify in the genre sentence the reflexes, by means of linguistic marks, of those text genres which were used in criminal processes and motivated the judge to make up his decision and declare his sentence . This study was done according to the theoretical bases of the Text Linguistics and the reflections of the several text categories present in our daily routine at the criminal court, about which, lawyers manuals refer to, sometimes as criminal court documents, process or simply nominate them according to the legal terminology proposed in our criminal legal texts, which many times can lead to misunderstandings once they do not have the rigor of the juridical terminology, once the rigor of the law science depends substantially on the language which can not nominate different institutes with the same name neither can it nominate the same institutes with different names. Nevertheless, the legislator did not hold on any criteria and, being divorced of any scientific or systematic orientation, has opted for each law the empiric solutions. So, for the analyses of our text categories we have developed a qualitative study with an analytic-descriptive methodology that uses scraps of the collected corpus from 10 (ten) criminal processes collected for this investigation with the scope of analyzing and characterizing each of them with special attention to the sentence by means of the linguistic materiality of this corpus which is left behind as a clue to the motivation of the judge. Such analyses and characterizations are also based on the foundations of the Theory of the Speech Acts (AUSTIN, 1962), The Communicative Action Theory (HABERMAS, 1983, 2003), the theories about the argumentation, as well as the postulate of Discourse Communities (SWALES, 1990).

This research aims at analyzing speeches of discursive subject as subjectivity instance in academic-scientific text genre. Considering subject realizes different positions in discursive web, it is hypothesized speeches of a subjectivity instance reveal different voices, constituted from several manifestations of discursive subject. Theoretically, it is taken as support French Discourse Analysis conceptual web, focusing the notions of subject, position-taken, subjectivity instance, enunciative heterogeneities and discursive genres. A paper entitled Uma disputa no contexto brasileiro entre alguns seguidores de um modelo de Análise do Discurso (Linha francesa) e os que usam metodologias de pesquisa interpretativa e/ou quantitativa em Lingüística Aplicada , by John Robert Schimitz, published in a national periodic, was taken as corpus to approach hidden discursive spaces in theoretical positions from Bertoldo (2000) and Coracini (1988) on Applied Linguistics theoretical basis. It was realized in such paper some dislocations in terms of authorship, what configured the following research questions: i) how subjectivity instance of authorship constitutes itself in academic-scientific texts; ii) how such instance constructs a position-taken as scriptor-subject in academic-scientific genre and iii) which voices features such subject-instance, being inscribed in a discursive formation.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

This dissertation aims at identifying, taking as theoretical framework French Discourse Analysis, interdiscursivity elements on food. It will be examined discursive sequences in texts selected from Readers Digest , featured as enunciative instances of subjectivity. It is supposed that enunciative manifestations of media discourse are enunciativity indexes of enounces operating as interdiscourse and working in several discourses. Thus, analysis will focus such enounces as macro-instance, considering them in an enunciative conjunction and as micro-instance while enunciative potential (Santos, 2004). Regularities will be mapped in the so-called interdiscursivity matrixes. Such occurrences mark discursive spaces in which emerge meanings. This way, enunciation works as meaning positions taken by enounces in texts are under production conditions, result of an interdiscursive intercourse in the intersection of discursive formations inside enunciation (Santos, 2008, mimeo).

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

Le but de ce travail est présenter une proposition de considération des noms collectifs distincte de celle habituellement présentée par les grammaires normatives et par les rares études linguistiques qui s occupent de la question. Dans ce travail-ci, on discourra sur quelques procès de quantification dans le portugais, traduits par traits de singularité et pluralité, et sur la façon comme les noms collectifs sont marqués de manière singulier par un trait quantitatif spécifique qui y impose un comportement syntactique/ sémantique caractéristique de cette sous-classe. Notre recherche se fonde sur les discussions autour des aspects quantitatifs des noms et sur la description du comportement morphosyntactique des collectifs, proposés par Bosque (1999). Notre perspective d analyse considère la pertinence de définir les noms collectifs dans l entrecroisement d aspects syntactiques et sémantiques et, dans ce sens-là, on proposera une approche de définition et analyse de ces noms distincte de la présentation faite par la majorité des grammaires normatives brésiliennes, qui les définissent en considérant seulement l aspect sémantique de ces lexies.

This study aims at analysing how the conceptions of a teacher, as for the teaching of grammar in foreign language teaching, are manifested in her classes, as well as looking into the interrelation between such manifestations and her teaching practice. Given the importance of our system of conceptions in our teaching, it is necessary to analyse contributions from both theory and our professional experience, in the shaping of our professional attitudes. The relevance of this research is bound up with attempts at paradigmatic change in language teaching, stemming back to the contribution from modern Applied Linguistics theories in opposition to the traditional teaching practice legacy. Despite consequential theoretical advancements, this study has shown that the theme still raises issues which point to a lack of more explicit discussions, revealing a gap between theory and practice, and vice-versa. In this study, the interpretative, qualitative and ethnographic-based paradigm was adopted. The main research instruments are classroom observation and taping (accompanied by transcription) and a recorded interview. For data triangulation, we adopted the following instruments: field notes, from which an observation diary was written; a questionnaire, to collect factual data; and, finally, a re-viewing session with the participant-teacher, so we could also take her own perspective into account, as well as give her feedback from this study. Data analysis suggests the existence of three overarching conceptions underlining the participant-teacher s practice, namely: grammar as "school subject", "implicit systemic knowledge" and "normative grammar", as well as a certain tension between the participant-teacher s conceptions and her practice. At the same time, the data reveal an increasing autonomy in her decision-making, indicative of some resistance on her part to dogmatism in foreign language teaching theories.