RCAAP Repository

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Universidade Federal de Uberlândia

The main aim of this research is to make an analysis of the conception of reading implied in the German teacher s book of the Themen Aktuell s series, for German as a foreign language, particularly book number 1, in order to verify if the suggestions in this guide are pertinent to the texts and the recommended activities. Another aim is to analyze the type of information contained in this book. If we consider the importance of reading during the learning process of a foreign language, it becomes important to know not only the best conception of reading presented by this book, but also to analyze the explicit and implicit information in those texts specifically to develop the reading ability. This research does not have a direct interference on the observed object, because it has a documental basis and an interpretive character, seeking to analyze the concept of reading in this didactic book. This study is the result of some reflections on hypotheses elaborated by the researcher, in order to understand some questions, raised by her as a German teacher, related to reading and its conceptions. This way, this study s interpretations are marked for her subjectivity. The reflections on the raised hypotheses seem to demonstrate that the suggestions contained in the book Themen aktuell 1( teacher s manual) are insufficient for the development of the cognitives process and for the construction of meaning.

Ce travail a pour but expliquer la constitution de Luiz Inácio Lula da Silva, comme sujet discursif au cours de sa trajectoire politique, focalisant les campagnes présidentielles de 1989 et 2002. D abord, nous commencerons du concept de discours, et des rapports inter et intra-discursifs où le sujet discursif se trouve, pour qui nous puissions dévoiler sa constitution. Remarquons, que la lutte de classes est une constante dans le discours politique du candidat Lula et le sujet discursif est établi à partir des pratiques discursives et des conditions de l excercice de ces pratiques qu apportent la representation politique qui vient de l extreme radical socialiste à un « renouveau » discours consideré de « droite « . Pour l Analyse du Discours, le « sujet de langage n est pas le sujet en soi-même, mais tel comme il existe socialement interpellé par l idéolgie », et cette conception nous conduit à obsever que dans la parole de ce sujet d autres paroles se sont constituées. Nous chercherons de support, aussi, dans la Psychanalyse Lacanienne qui conçoit le sujet structuré par le langage et le definit comme effet, en écartant en lui, la possibilité d être la source origine de son parler. Établis dans ces considérations, nous verifions que le contexte politique-socio-économique et historique a produit le déplacement et la transformation du sujet du discours politique de Lula. Le corpus pour analyse, est constitué d interviewes données au magazine Veja par le candidat à président Lula dans les campagnes de 1989 et 2002. Choisi le corpus, nous avons fait les « découpages « de ce matériel ayant comme objectif les unités thématiques rapportant les alliances politiques et de la dette externe caracterisées par les regularités historiques e idéologiques que présentent, dans le discours, les éffacements, ( oublis et silences du sujet discoursif ) propres à la constution de ce sujet. Nous avons observé aussi le travail de la mémoire discursive, la re-signification des évenements et pratiques arrivées dans un moment présent, qui fait revivre les implicites ( Pêcheux 1983 ), qui présent aussi un rôle très important, puisque nous comprenons que le discours pour « faire sens « il faut l occurence anterieur des autres sens déjà fixés par la mémoire, pas-lineaires, et lacunaires, mais son effet est présenter des sens qui apparaissent dans le fil discursif et qui seront re-signifiés à partir d un évenement présent.

This dissertation discussed the process of inclusion of deaf students of a regular school by analyzing its possible effects for the teacher, the students and the interpreters. The research aimed at answering how a deaf student constitutes himself and is constituted in the Portuguese classroom. It was dealt with a hypothesis under which deaf students seemed to suffer from the discursive effects of subjective rarefaction, what did not allow them to have a relationship with knowledge and its production that could be considered appropriate. One of the consequences of such a relationship was that it was not possible to consider the deaf students included in the learning process. Theoretically, the research was founded in the concepts of the French Discourse Analysis as conceived by Michel Pêcheux, especially those ones related to the so called third stage of his work. Studies undertaken by Authier Revuz on enunciation and specialized readings on deafness were also taken into account. Methodologically, classes were recorded and transcribed during a period of approximately four months. In addition, interviews and field notes were also used as tools to collect data. The analysis was divided into two different moments. In the first one, utterances were analyzed in order to discuss the way the projection of images, which constitutes the functioning of classroom discourse, influenced the relationship among the teacher, the deaf and the interpreters. By doing so, it was possible to realize the images each participant has from each other. In the second one, the way each participant addresses himself towards each other was emphasized. Such an analysis helped the researcher understand how the deaf constituted and were constituted as students in the classroom. Results have shown that the way participants address themselves in the classroom is not enough to make the deaf assume a discursive position as a student who could produce some kind of knowledge in the Portuguese Language classroom.

Change constitutes one of the universal characteristics of human language. Lexicon represents itself as the linguistic level where this change finds a broad repercussion, once being conceived as an open system of dynamic character, the lexical universe of a language is in constant evolution, suffering adaptations that were necessary to spread new values and meanings created in a linguistic community. We comprehend language and culture represent two entities inwardly related, being the lexical expansion motivated by the creation of the vocabulary from a language due to the social and cultural transformations that are installed in every and any community. In that sense, the way which the linguistic systems adjusts to the social transformations shows oneself through the emergence of neologisms which correspond with the creation of new words and meanings incorporated to the lexical system of a language. Being situated in the perspective of that new creation (neologism) meets creative and communicative necessities of the speaking and or writer, this paper aims at collecting and analyzing the possible neologisms created by Joaquim de Sousa Andrade, Sousândrade, in his work O Guesa . Afterwards, the present research sets out to the proposal of building a glossary in the light of neologisms collected and analysed. Analyzing these neologisms, the hypothesis which this research goes on is one that considers the majority of the (neologism) new creations in O Guesa coming from the process of formation of words called composition. The register of the vocabulary form in the dictionary represents the criterion under what the word will be or won t be considered as a neologism. The dictionaries that will serve as texts of exclusion will be: Moraes (1813), Aulete (1881) e Figueiredo (1925).

The research aimed to describe raising of pretonic mid vowels in Ituiutaba-MG speech. We use the Labovian methodology which gave us needful base to investigate and systematize the variation of a linguistic community. The corpus was composed 2143 instances of pretonic mid vowels (1514 realizations of the vowel /e/ and 629 of the vowel /o/). These vowels were analyzed in nouns with structures CV, CVC and CVN from 24 interviews realized. The informants of the study were stratified by gender, age and educational level. They must be born in an urban area or they must have arrived in this are until five years old. In addition, the extra-linguistic variables (gender, age and educational level), we established as linguistic variables: distance from the stressed vowel, syllable type that occurs the pretonic mid vowel (open, closed), the preceding vowel to pretonic mid vowel, the vowel of the stressed syllable, preceding phonological context place of articulation (labial, coronal, dorsal) and manner of articulation (continuous and not continuous), and nasality. After statistical analysis computed by the Goldvarb software, the favoring contexts to the raising of /e/ were: high vowel in the stressed syllable, not continuous consonants in the following context, dorsal consonants in the following context, pretonic mid vowel in initial syllable, labial consonants in the preceding context and distance 1 from the stressed syllable. The contexts favored the raising of /o/ were: open syllable, high mid vowel and low vowel in stressed syllable, pretonic mid vowel in the initial syllable, distance 1 from stressed syllable, no continuous consonants in preceding context, coronal and labial consonants in preceding context and labial consonant in the following context. The extra-linguistic variables were not favoring to raising of pretonic mid vowels because the phenomenon was not stigmatized among individuals.

This research aims at studying four poems from the book O guardador de águas, de Manoel de Barros, where through a methodology qualitative-interpretative, search for inter discursive relations and, for such, start from traces of discursive and historical memory. Theoretically, it´s based on the theoretical findings of the Analysis of the Speech of French line derived from the studies of Michel Pêcheux and Michel Foucault, among other authors. Fundamental concepts of this area of studies starting from the Foucaultian vision regarding the domain of memory, anticipation and actuality, that are re-elaborated by Courtine(1981), and, of the slight knowledge of techniques of coercions and correlated resistance enrolled by Gregolin(2004b).It´s described and analyzed meta enunciate reflections that constitute the corpus in question aiming at identifying characterizing of statements pre constructed amongst different discursive formations, considered as heterogeneous and of moving sense. The phrasal sense related to different discursive formation inside and outside the literary field will also be analyzed. Thus, the discursive materiality, under analysis, is understood as monument bringing in itself, the socio historical and cultural conditions that make possible its existence and functioning as speech and show characterizations of involved citizens in its constitution process. It´s still tried to be explained, the socio historical and cultural context that made possible the return of certain enunciates and the assumed senses, constituting inter discursive and historical relations.

The herein work focuses on homosexuality in three short stories written by Caio Fernando de Abreu, published in 1982, in the book called Morangos Mofados: Terça-feira gorda, Além do ponto e Aqueles dois. The analysis of homosexuality is done based on Michel Pêcheux s postulations about discourse, interdiscourse, intradiscourse, discursive memory, discursive formation, conditions of discourse production and subject, on Michel Foucault s propositions about discourse, contradiction, discursive formation, subject, resistance, power and author, on Authier-Revuz s postulations related to the notion of subject and of enunciative heterogeneity and based on two questions focused by Stuart Hall, Tomaz Tadeu da Silva and Kathryn Woodward: identity ad difference. The approach used is the interpretative-quantitative one. Taking into consideration homosexuality and the theories used during this research, the following questions were raised: how is the homosexual discourse?; how does a homosexual materialize his discourse about his own sexuality?; how does he mean homosexuality?. Before the previous questions, we raised the hypothesis that homosexual discourse, even trying to mean homosexuality in a positive way, without prejudice, is affected by discourses that circulate on society and that represent homosexuality in a negative way and that give a negative meaning to this question: homosexual discourse is affected by its difference. Before the hypothesis, we aim at realizing the way homosexual theme takes place on the short stories, how homosexuality appears on them; we aim at detecting how prejudice appears on the short stories; we aim at bringing different voices (discourses) with their different discursive and ideological formation about homosexuality to try to detect how the subjects mean homosexuality throughout their discourses and how these subjects are meant by homosexuality, how their positions are in relation to homosexuality and how they constitute themselves subjects; we aim at analyzing the different voices (discourses) trying to show that there is not a individualistic subjectivity on these voices, but, on the contrary, there is a collective subjectivity. Last but not least, we aim at showing that the difference (the Other) is the constituent exterior of the subject, of his discourse and of his identity. We could realize, throughout this research, that the hypothesis and the objectives were achieved.

Cette dissertation présente une description et une analyse de la négation en sateré-mawé. Cette langue est parlée par les Sateré-Mawé, qui comptent une population de 10.477 (FUNASA, 2010) personnes et vivent dans la Terre Indigène Andirá-Marau, située à la devise des états de l'Amazone et du Pará. C‟est a partir des études de la Linguistique Descriptive et Tipologique, sous la perspective théorique du Fonctionnalisme Structurelle, principalement, de André Martinet (1964), Claude Hagège (1982), Gilbert Lazard (1994), Denis Creissels (2006 et 2010); et de Benveniste (1989 et 2005), Payne (1997) et Touratier (2007), que nous cherchons comprendre les mecanismes morfosyntaxiques de la négation en sateré-mawé. A partir de l'analyse d'un corpus constitué d‟énoncés négatifs selectionés dans des narratives orales, énoncées dans de différents contextes réels de communication, bien comme dans de divers textes écrits par des enseignants indigènes, nous constatons que la négation en sateré-mawé se réalise par l'emploi de différents morphèmes, à savoir: a) un morphème pour nier des déclarations assertives; b) un morphème employé pour nier des énoncés impératifs; c) un morphème employé pour nier des énoncés optatives. Encore dans le contexte de ce travail, nous présentons une analyse préliminaire de l'organisation de l‟énoncé au niveau enunciatif-hierarchique, à partir de laquelle nous constatons que la négation en sateré-mawé présente le trace inhérentement focal.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

The main goal of this research is to investigate and analyse the cognitions of teachers of language institutes about the English teaching-learning process and the relationship between teachers cognitions and their actions in class. Q methodology (Q-sorting), in combination with open questionnaire, classes observation and interviews, were used to bring out hidden structures in communicative situations and present convergences, as well as variations, in ways of thinking and constructing reality. The open questionnaire was applied as a secondary instrument to collect data for the investigation of the concourse of ideas and further development of the Q sample, which is the primary tool in Q methodology research approach. This Q sample of 56 items was used by in-service English teachers of language institutes in the Q-sorting process. These participants were asked to Q-sort the statements of the Q sample along a scale ranging from more agreement and/or relevance (+5) to less agreement and/or relevance (-5) and the results were submitted to factor analysis by the PQmethod software. Three factors/groups of participants emerged of the factor analysis, each of these represents a peculiar point of view of a group of respondents concerning the issue being investigated. From the data crossing obtained through the above mentioned instruments and through the qualitative and interpretative analysis, the three groups that emerged from the factor analysis were defined, characterized and interpreted by the researcher. The results refer to cognitions related to the role of the teacher (The Critic-Reflexive group 1), to the interaction between teacher-students and student-students and to motivation of these (The Interactive group 2) and to the teaching of grammar and pedagogical resources (The Based Traditionalists group 3). They could be useful to the area of Applied Linguistics (AL), contributing to teachers education, to the evaluation of teachers` practice and the quality of education offered by the institution and also as directions for future research in the AL field.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Ferdinand de Saussure s researches about anagrams conducted between 1906 and 1909 and published by Jean Starobinski at the end of the 60 s promoted very different debates on language studies. Some debates pointed out the dichotomy Saussure of the CGL (Course in General Linguistic) and Saussure of the anagrams . The first Saussure made reflections on the linguistic theory field and the second one made it to the poetic field. Due to that dichotomy, there were many linguistic studies on interesting elements about Saussure s works in poetics. Those studies showed an opposition between Saussure s works on poetics and his production on linguistics, but there were also studies that linked both productions. In this sense, it is possible to ask if Saussurean production in the field of poetic has something to do with the concepts and elaborations outlined in CLG, or if it is really a production in opposition to Saussurean linguistic work. By establishing the hypothesis that there is a conection between the concepts of both Saussurean works Anagrams and CLG initially we propose to do a full investigation on how Saussure constructed his poetic analysis and the way that he theorized them. The investigation of this theoretical route enable a better comprehension about the approaches Saussure made in his researches, i. e., if Saussure, in his poetics studies, did a diachronic or synchronic approach, or if he did both of them, and even if those studies were about language facts or about speech facts. After that investigation, we focused on how the researchers of Saussurean studies about anagrams analyzed his works and we also payed attention to the tips that these authors have given, in order to understand the relation between Saussurean poetical and linguistic studies and to find the place these researches occupy in modern linguistic foundation. In the last part of this dissertation, we investigate Saussure s main concepts in linguistic field, in order to pursue the possible relations with Saussurean theory elaborations about anagrams. This comparison makes possible to examine the existing links between both Saussurean works. It also allows us to consider if the anagrams are opposed or close to Saussure s thoughts in linguistic field. In fact, the connection between both Saussurean works enable a better comprehension about Ferdinand de Saussure s route in his linguistic studies, considering these works not only as dichotomies or exclusions, but as works that are linked in modern linguistic foundation movement.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This work aims to analyze and provide coherence on the teaching hypertext platform "Domus: Brazilian Software for Support to the Building Energy Efficiency Regulation Program", considering technological support and strong virtual insertion. In this way, the hypertext characteristics effects on the coherence have been verified as well as the marks that make hypertext to be considered as a text, but with different specificities of the conventional text, characterizing types of hypertext links and establishing the relationship between the different types of links and coherence factors. For the analysis of hypertexts, coherence has been the key element as it is primarily responsible for the quality of the text. Thus, by considering a course in hypertextual system - indexed to the functions of the Internet and links to return, to reiterate and to go deep in the content - the following coherence factors were correlated: focus, inferences, situationality and contextual factors (centered on the producer), intertextuality (centered on both producer and user) and consistency, relevance and informativeness (centered on the user). Those three last factors have shown more evident due to the fact that coherence will be achieved only if users can establish meaning to what they read. Regarding the hypertextual coherence, three factors were listed that distinguish effectively and impact on the planning and development of hypertext: i) the process of discontinuous text; ii) lack of visible boundaries in the documents and iii) lack of a fixed sequence of the text. These issues can be eased, especially in the case of hypertext teaching, using technological tools such as those used in the graphic organizer, which is a concept map that allows easy orientation and contextualization at both global and local levels. Five types of links (internals, anchors, externals, exclusive externals and hybrids) were found, and coherence in hypertext courseware was very sensitive to the external link, due to both the user difficulty to maintain the relevance of the topics set by the producer in the base text and the uncountable information arranged in a new environment, the web site. In this way, we asserted that the exclusive external link should be used in teaching hypertexts as a search function or as a reference, since the producer cannot manage the paths chosen by a hiper reader, which makes very difficult the production of coherence. Therefore, we believe that the production of coherence in teaching hypertexts can be accomplished even with its peculiarities, requiring the producer takes them into account, establishing links that are, in fact, keywords and the remission of their contents to be consistent to the subject and topic treated in the source hypertext.

This paper has the purpose to, initially, discuss a reflection about Ferdinand de Saussure s silence, a Swiss linguist, considered the father of modern linguistics and structuralism, and also to question some occurrences, such as the non-publication of the Course in General Linguistics or his researches, tested by the manuscripts; also the fact that Saussure had not said to his students the content of the manuscripts, where he reflected and wrote his researches; in addition to the reason that the linguist has been self credited thirty years of silence. The concerns around this Saussure silence allowed the focus of this research to direct to two questions: the authorship of the book, once the Course in General linguistics was edited by Saussure s students, Bally and Sechehaye (1916), and the dislocation of the silence of Saussure to the silence in Saussure, in the sense that his manuscripts contained blank parts, the erasures and the hiatus, besides the theorization of the Course in General Linguistics present another form of silence. These analysis, have been supported by a psychoanalytic perspective of the unconscious subject, in accordance with Freud and Lacan. Therefore, concerning Saussure s authorship of the Course in General Linguistics, the intention to overtake the naive notion about the author, seeing the three courses that Saussure realized in Geneva as one of his last theoretical demarche, the existence of the book as a result of the students commitment with the teacher theorization, and the illusion of questioning the legitimacy of the book in relation to Saussure s exact words. Concerning the focus on the silence in Saussure, distinguished by Lacan s view, the taceo silence, which is referred to what is not said, and the sileo, which is the silence related to the instinct (or drive). From this distinction, we have researched on Saussure s manuscript and the Course in General Linguistics, if there would have a Saussure s silence related to the theorization about speech (parole) or, yet if the theories about language (langue), specially the linguistic sign and the linguistic value, present in the Course in General Linguistics and in the Writings in General Linguistics, would be related to any type of silence. The analysis indicated the sileo silence, in the sense that it is constitutive of Saussure s form of production; it is present in its own theorization, once it generates other theory productions, so that sileo, instead of pointing the end of his theory, demonstrates in advance the movement of his elaboration. Finally, the reflections had the purpose of overpassing the most common sense of the authorship and of silence, proposing a specific discussion about Saussure s theorization, the Course in General Linguistics, the editors, and his manuscripts, in order to indicate that both works are very important to the general sciences, and that the constitutive silence found in the saussurian theorization, indicates the presence of Saussure and, therefore, his authorship.

The purpose of this study was to describe the raising of pretonic mid vowels the speech of the citizens of Araguari, Minas Gerais. In this linguistic community, it is common to see that pretonic mid vowels can alternate between mid-realizations [e, o] and high [i, u], respectively, in words like al[e]gria ~ al[i]gria and c[o]zinha ~ c[u]zinha. In literature, this phonological phenomenon is referred to as Vowel Raising and it is in accordance to the theoretical model of Quantitative Sociolinguistics.The data utilized was composed of 4191 instances of pretonic mid vowels (2709 realizations of the vowel /e/ and 1482 of the vowel /o/), observed in the speech of 24 subjects. In addition to the extralinguistic factors (gender, age and education), we established as linguistic factors: distance of pretonic vowel in relation to the tonic syllable, syllable structure of pretonic mid vowel (open, closed); the preceding vowel to the pretonic mid vowel; the vowel of the tonic syllable, preceding phonological context place of articulation (labial, coronal, dorsal) and manner of articulation (continuous and not continuous); following phonological context place of articulation (labial, coronal, dorsal) and manner of articulation (continuous and not continuous), and finally, nasality.The data was submitted to the GoldVarb statistic program and the results showed that vowel raising occurs between the tonic and the following vowels. It also has an important influence on the vowel raising, confirming the application of the rule in many cases, it operates in the process of reducing the articulatory difference between pretonic vowels and adjacent consonants. We have adopted the theoretical model of the Geometry of Features, proposed by Clementes and Hume (1995) to represent the rising of pretonic vowels. The raising of pretonic mid vowels was analyzed and it has been proven that it assimilates the height feature of the following segment.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais