RCAAP Repository

This research work is a product of my theoretical reflections on the role of irony as an intertextual, interdiscoursive resource, and as a mechanism productive of meaning in the discourse. In order to investigate the ironical phenomenon, I used as literary corpus the short story O Jardim das Oliveiras (The garden of olive trees), from the Brazilian author Nélida Piñon. This research is affiliated to a project of MA dissertation in Linguistics and Applied Linguistics, in the research line called Text and Discourse, which is based on the French line of Discourse Analysis (DA) and on the theoretical postulates of the Bakhtinian Circle of dialogical studies. I use these two bases as a support to distinguish irony as a confluence of voices as well as a specific form of interdiscourse. I also take it as a category of structural and argumentative character of discourse. In O Jardim das Oliveiras, the author makes use of irony as a tool for dessacralizing and subverting discourses. She explicitly criticizes the political discourse the dictatorship in Brazil, in the 1960-1969 decade of the 20th Century; and, implicitly, abusing of the deepest characteristic of irony, ambiguity, she subverts the values of the religious-sacred discourse. Thus, irony is used as a discourse-dessacralizing procedure. It is due to this aspect that irony mobilizes different voices in the text, which settle the polyphony.

This research looks into the relationship between the processing and consolidation of information in theoretical and scientific texts by means of metacognitive strategies involved in the reading process. It was investigated whether academic students, when restructuring the information from a text through these strategies, would be assisted in the understanding of the text and in the consolidation of information in the long-term memory. We analysed, at first, the proficiency of both the intervention and control groups, as well as their reading strategy metacognitive awareness. Afterwards, the participants received intervention, involving explicit training in strategies (intervention group), or a similar set of instructions, but no explicit training (control group). After the examination, the intervention group showed significantly greater gains than the control group. According to the result, we confirm the initial hypothesis that the metacognitive strategies were able to promote the conscious control of the learning process, allowing the intervention group to understand and to retain more information from the studied text. These results demonstrate that it is possible to develop instructional activities which implement meaningful mnemonic strategies in the classroom, since they are procedures which also are responsible for comprehension.

The aim of this research is to find out a possibility of a characterization of the argumentative kind for the texts: parable, fable and apologue, generally considered to be narratives, looking into how the process of argumentation take place at theses genres, as to say, how these texts with the same function, the argumentation would come out different or look alike. Therefore, at the beginning, the definition given to these three genres is analyzed and an investigation on the sort of characters taken so far, as a criterion way to tell them apart. Afterwards, a study of the elements of the structure of the narrative type is done based on the Travaglia s theory (2001 and 2002) and the elements of the argumentative structure also based on the rhetoric of the Perelman and Olbrechts-Tyteca s (2002). All along the study, texts of the corpus are used and previously analyzed to identify the elements of the theory approached. From these studies of nature analytic-descriptive and quantitative, a conclusion that the genres apologue, fable and parable presents a crossing of types at which the narrative is an element that acts in function of the discourse responsible for the setting of the argumentative type. As narrative types, the three genres get close in the categories direction, plot and ethics, being that, almost always implicit in the plot, in the outcome or in the remarks, being responsible to give a doctrinal character to these genres since their origins. Up to now, at the structure of the narrative you can find the presence of elements of the categories and remarks that tell apart these genres significantly. Inside the argumentative structure, the distinctive elements that act in the macroestructure of the apologues, of the fables and the parables show respect to the sort of the agreements with which the speakers stand by and the types of arguments used, considering the pragmatic discourse function predominantly argumentative, once these genres are used at social circles and specific situations. Having in mind these finding results, we can judge that this study adds important data and make a difference among the genres: apologue, fable and parable, giving to them a configuration of the argumentative form in which the narrative is an element of the structure, which can be used as a background for argumentation.

The purpose of this study is to analyze the use of argumentative operators in the constructions of statements in newspaper editorials, presenting them as correspondents to the classical rhetoric. In order to do such, we aimed at identifying: a) which are the most used argumentative operators in the corpus which was selected, and what is their frequency of use; b) verify if the occurrence of these connectors in the editorial genre of the newspaper point to different usages from those listed by literature dealing with the subject; c) verify how these operators can function as a resource in the construction of the persuasive discourse. The corpus of this research, of qualitative and quantitative nature, is made up of 78 editorials from three newspapers: Folha de São Paulo, Estado de Minas Gerais and O Globo. The analysis is based on the theory of Ducrot (1989), which states that the effect produced by the argumentative relations is in the semantic structure itself; this is so, because Ducrot states that an argument that aims at pointing the reader/hearer to a certain conclusion, happens through the use of morphemes that lead the arguments to a larger or smaller relation of force in order to reach a certain conclusion. The studies of Koch (1984) were also used when she states that, in the interaction process through language, the adhesion of the interlocutor is sought for; she also states that, there are mechanisms in the language, which can be used in the structuring of the text, in order to direct the argumentation. For the argumentation analysis, we used as a complementary basis the studies of Perelman & Olbrecths-Tyteca (1999), which state that the written argumentative discourse is produced with the intention of obtaining adhesion of an interlocutor. The considerations carried out, show that the use of argumentative operators can make argumentation stronger in newspaper editorials, contributing to persuasion. We verified that 133 operators were used but only 09 are the most frequent: mas, e, como, já, se, apenas, também, ainda, pois; among these, e, também, ainda which add arguments and the operator mas, which opposes arguments. The use of these operators and of others which do not occur with such frequency such as: agora, além, até, é que, embora, mais de, mais do que , porém, portanto, quase, segundo, só, mesmo, allow for the understanding of some significant aspects of argumentation in editorials. The basic function of the language operators in editorials is to add and counterwork arguments. We also listed the types of arguments introduced by the operators in the editorials and verified that those which are most frequent are the pragmatic arguments, by means of illustration, compatibility/incompatibility and by means of definition, in this order. We hope that the analysis carried out will permit the interlocutor to recognize discursive strategies, which are used in newspaper editorials, as well as their subjacent intention.

takes into account theoretical concepts of the French Discourse Analysis School. The process of production of meaning is discussed. In order to achieve such an aim, reading and interpretation in fundamental cycles in three different public schools are analyzed. We have dealt with the hypothesis under which it is not the fact that students do not provide teachers with meanings previously expected that we can say that they are not proficient readers. This hypothesis is supported by the every fact that teachers, as observed, do not treat interpretation as a special moment of production of meanings. It is by exercising their power that they go on supporting absolute truths in the classroom. Methodologically, we have analyzed ten readinginterpretation classes, which allowed us to select the research data. Theoretically, this research was supported by the notion of a subject, as an effect of language, divided and desiring. In addition, other concepts such as discursive formation, interdiscourse, discursive memory, heterogeneity, meaning and effect of meaning were used in order to analyze students and teachers sayings in the production of meanings in the classroom. We have also analyzed this official document responsible to guide the teaching and learning of Portuguese Language called PCN S. We have found that there is a great distance between what the document proposes and what teachers effectively do in reading and interpretation activities in the classroom. We have found that the production of meanings is subjected to language and reading conceptions that constitute both teachers and students. The will of power and knowledge present in the proceedings of teaching and learning leaves marks that indicate that there is a real desire that our saying makes one, without any imperative of the law. What is real in language is the very fact that meaning can always be another one.

In this work some strategies of subject indeterminacy were synchronically analyzed in the light of the Quantitative Sociolinguistic and the Parametric Sociolinguistic: the pronominal forms nós and a gente, and the clitic se followed by a verb in the infinitive form. The usage of such strategies is different in Brazilian Portuguese (BP) and in European Portuguese (EP) owing to the tendency of fulfilling the subject position which the former has presented. In this meaning, nós, a gente and se+infinitive were investigated so in BP, as in EP. For that, corpuses of spoken language of both varieties were used. For the composition of corpus of BP oral language, we used 45 interviews (on hour each) carried out with speakers (from both sex) from the city of Uberlândia/MG, selected according to the variacionist model conforming social class and age group. As corpus of EP spoken language, we used interviews which are available in the Instituto Camões site and in the site of the Projeto Corpus de Referência do Português Contemporâneo. The samples were codified from six linguistic factors and two social factors: variety of Portuguese, kind of sentence, presence/absence of previous indeterminate form, presence/absence of modalization, number of arguments, presence/absence of preposition, social class and age group. By means of crossing codified data in Varbrul Program, we can inquire: the usage tendency of strategy a gente in BP; and in EP, the occurrence of a gente and nós; and that se+infinitive is not the most favored indeterminate form in none of these Portuguese varieties. The study of the strategies shows that the pronoun nós is kept as an indeterminate form in EP, in which it occurs as a favored strategy beside a gente. The Portuguese varieties presented distinct frequencies concerning to the variants nós and a gente usage: the pronoun nós was more frequent in EP, and the form a gente was more frequent in BP. These results can be explained by the pronominal reorganization process that BP has gone through.

This research is part of the Applied Linguistics studies in the subarea of Foreign Languages Teaching and Learning. English lessons were taught to graduate Engineering students in two laboratories at a public university. It is a qualitative study inserted in the interpretive perspective according to Bogdan and Biklen (1998) and it is configured as a case study. The topic analyzed in this study is my teaching practice during the course called English without borders aiming at understanding the reflection of my conception of language, approach and teaching and how these concepts were established in relation to students learning process. The course was developed with six students from Lab A and four students from Lab B. I taught the classes and carried out this investigation as a teacher and researcher. The data collected and analyzed were students reflexive diaries, self-assessment tests and interviews as well as teacher s field notes, diaries and self-assessment tests. The main references that anchor this work are based on the theoretical notions of approach and method, according to Richards and Rogers (1986), Anthony (1963), Brown (2000), Almeida filho (1993), Leffa (1988), Paiva and Borges, (2011), language teaching and learning concepts according to structural, traditional, cognitive approaches based on Castro (1998) and Silveira (1999), language teaching and learning concepts in the communicative approach based on Hymes (1972), Widdowson (1978), Littlewood (1991), Richards and Rogers (1985), Messias and Norte (2011) and Dalacorte (1998) as well as theoretical discussions on the continuing education of teachers based on studies of Almeida Filho (1993), Geraldi (1996), Gimenez (2005), Celani (1997) and Silva (2001). When I planned my course I did not seek a theoretical support to base my teaching practice. I considered myself affiliated to the communicative approach and believed, intuitively, that my practice would have only the features of this approach. The final reflections suggest that my teaching was presented, along the course, naively considering externalizations with structural, cognitive, communicative and traditional approach characteristics. The results confirmed that during my teaching practice, there was a mix between the communicative and the structuralist approach. However, these choices were made unconsciously as I worked intuitively which did not permit a redesigning in the model of practice and review my teaching practice along the course. Therefore, the continuing education of teachers could take advantage of my experience by showing that the teacher who knows why he or she teaches in a certain way, can be more critically aware and contribute to a more effective learning.

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This dissertation aims at presenting a research developed in the interface between Applied Linguistics and Discourse Analysis, considering the movement language-history-ideology which is trespassed by unconscious issues and by plurivocal manifestations that are constitutively dialogical. The aim was to analyze the discursivity about new technologies which is present in the scientific-institutional realm through the study of journals in the field of Applied Linguistics. The objective, throughout this study, was to have a picture of the linguistic traversals presented in the evaluated discursivity, trying to problematize the implications that these traversals bring to the context of new technologies use in the teaching-learning process taking into consideration that the focus was to unravel the discursive functioning, as well as to analyze the discursive construction and its impact, interrelating these crossings with the teachers´ practices in a classroom. I elected as my corpus ten scientific papers, related to the use of new technologies in the teaching-learning process of English, published in specialized journals of Applied Linguistics. In order to achieve my goals, I used as theoretical and methodological devices the Matrix Device developed by Santos (2004), according to which, through analytical-descriptive and interpretative matrixes, and from discursive sequences, it would be possible to select operating-utterances enunciative regularities present at the text and producers of meaning and from these enunciations constitute axioms, which according to Figueira (2007), emerge from these regularities and from their meaning effects. While mapping them, among the several discursive formations referring to the teaching-learning process through new technologies use, it was possible to establish that their insertion in the educational environment represents a direct impact in the English teaching-learning process. Certainly, new technologies substantially contribute to the actions of teachers and students, but the power which is discursively attributed to them, as if they could, by themselves, solve all the educational problems, does not contribute to the subject s taking position so that there could be relevant changes in the relation between the subjects who teach and learn and the way of teaching and learning languages. It was possible to observe, in the meanings aroused by the interpretation, that new technologies will be increasingly present in the teaching-learning process, but this presence is neither consistent with an immeasurable idolatry (technolatry) nor with a severe rejection to its use (technophobia). The interim place of these antagonistic discursivities seems to resound, in spite of the fact that we are in direction to the process of seeing new technologies as central in our lives, that there still is the problematization that by themselves new technologies in the teaching-learning process do not provoke changes and dislocations in the subjects positions. I believe that problematizing how the adoption of new technologies have been discursively produced in the teaching-learning process becomes relevant as it is possible to have a better understanding of the constitution, functioning, reception and distribution of discourses that constitute both the teaching-learning process of foreign languages and the education of pre and in-service teachers of these languages.

Esta disertación de maestría se desarrolló bajo un enfoque inter/transdisciplinario que establece un diálogo entre Lingüística Aplicada (LA), Análisis del Discurso de Línea Francesa (ADF) y Análisis Dialógico del Discurso (ADD). Se desarrolló con el objetivo de describir, analizar e interpretar las representaciones discursivas construidas en las inscripciones enunciativas de sujetos-aprendices con Necesidades Educacionales Especiales (NEEs) cuando enuncian sobre su competencia oral-enunciativa (COE) en la lengua extranjera (LE) que aprenden. Para este estudio, contamos con la participación de cuatro alumnas que aprenden LE en contexto regular de enseñanza. Al analizar los decires de las alumnas con NEEs, proferidos en las encuestas realizadas por este estudio, percibimos los sentidos que convergen para producir algunas representaciones sobre la COE en LE cuando enuncian sobre el aprendizaje de esas lenguas, tales como: i) La competencia oral-enunciativa en lengua extrajera en cuanto proyección; ii) La competencia oral-enunciativa en lengua extrajera en cuanto devir; iii) La competencia oral-enunciativa en lengua extrajera en cuanto inclusión. Aunque hayamos analizado las tres representaciones separadamente, entendemos que ellas se interpenetran y se interconstituyen. En ese movimiento enunciativo, esas representaciones se articulan en la constitución del sujeto en lo tocante a la COE en LE. Percibimos que los sujetos con NEEs se constituyen por medio de una proyección, marcada por sentidos de completud que se proyecta en la ilusión del dominio de la competencia oral del nativo, en la identificación del/en el otro que no tiene NEEs y en la ilusión de simetría en el aula. Notamos que hay una contradicción entre las dos primeras representaciones, ya que además de inscribirse en la ilusión de completud, los sujetos se inscriben también en la falta de fluidez, en la falta de pronuncia y en el devir de la COE del hablante nativo. Osamos decir que la inscripción en la inclusión, en la constitución del sujeto con NEEs, conlleva la búsqueda por la armonización de la completud-falta que se manifiesta por la inscripción en la inclusión socio-académica, teniendo el espacio institucional y el aprendizaje de lenguas como un bien evidente ; y por la inscripción de la inclusión socio-profesional en que los discursos de la globalización/capitalismo buscan borrar las diferencias entre los sujetos. Esos resultados nos llevan a afirmar que el espacio del aula de lengua extranjera puede significar un lugar donde los alumnos con NEEs enseñan sentimientos de pertenencia, o sea, aunque en la falta, en la proyección y en el devir, revelan que ese espacio se configura como espacio de inclusión social, académica y profesional. Como forma de resistencia, las alumnas se inscriben en el discurso de la inclusión y aunque sea un lugar imaginario y ilusoriamente por ellas construido, se trata de un lugar a partir del cual consiguen instaurar un lugar singular para sí mismas como aprendices y usuarias de la lengua extranjera.

This research in Master Level had as primordial focus to analyze the language and subject conceptions found in the hidden discursivities into two didactic books. The Links: English for teens and Keep in mind, the first written by Denise Santos and Amadeu Marques and the second by Elizabeth Young Chin and Maria Lúcia Zaorob, both from the 6th period and approved by MEC to be used since 2011until 2013 in the Basic Education. The research is based in Applied Linguistics theory related with Dialogic Discourse Analysis and French Discourse Analysis. These theories gave me support with elements to answer some questions about the process of foreign language learning-teaching and the role of didactic book in this process. Language and subject representations were analyzed as they build and after break (by themselves) and which were the denial, deletion effects from the discursivities produced by structure exercises, heading and illustration (verbal and non-verbal language) extracted from English language didactic book. I understand that to investigate these discursivities, I could better understanding the didactic book role in English learning-teaching process as I reflected about discourses which surround in this didactic resource that build images that resulted in representations of social-cultural-ideological identity that frequently are not recognized among/by inbuilt subject in English Language in the classroom event. Into the analysis, cuts were made to establish a methodological order, i) from didactic book summary/index structure I did a macro analysis, ii) from all units fragments which regularities were selected I did a microanalysis when I investigated the language and subject conceptions hidden in the English language didactic book, I had the perception that this material still showed homogeneous, clear, abstract language conception and a passive subject, unique, by repetitive automaton that does not get reflection. The exercises are standard, the thematic units are typified by the stratified contents organization protected from world concept variation and values that do not allow the learner of this language solve the daily problems. Therefore to reflect them, this material became, in this way, a disciplinary exercise created by repetition and by subject homogeneity; it establish a chain between the knowledge and didactic system pedagogic process that define by itself into a naïve perspective to be considered as essential. Is brings a true discourse, underlying by a content that take far from the language production and not from nits formation and creativity. The English language didactic books analyzed by this reason gave a total illusion of a learn subject in this meaning about this learning process, in this case, they are obeyed, pre- established and absorbed in their unique voice.

This dissertation aims at analyzing, discursively, open reports of English teachers with or without academic training in the field of teaching and learning foreign languages at private language schools. We have tried to identify how teachers conceive the role of theory as well as their theoretical and practical training in their pedagogical performance. Theoretically, this research was carried out by following the concepts of the French School of Discourse Analysis. The study assumed the hypothesis under which there are differences among teachers who have had academic training and those who have not, although these have been trained through different kinds of contacts with theory. Thus, utterances of English teachers were analyzed and we were able to realize, on the on hand, the presence of an imaginary of absence and ignorance of theory in the reports of those without academic training and an imaginary of presence and validation of those with academic training. It was also identified that theories from Applied Linguistics crossed the discourse of teachers about theory and practice, which was explained by the very fact that Applied Linguistics is present in the curriculum of teacher training courses at the university. Results have shown that the relation between theory and practice tends to be dichotomic. It privileges theory in detriment to practice. After the data analysis, we verified that the relation between theory and practice should be seen under a view of relay among them and not as a view of totalization. Admitting that the teachers pass through moments of identification in their constitution process as teachers, and these moments will join to other identification moments that occur in their pedagogic performance spaces, we have verified that the tensions are established and, by this, they mark the teachers identity constitutions.

The objective of this research was to analyze the role of background knowledge in the process of reading comprehension of English texts used in the College Entrance Exams entitled Programa Alternativo de Ingresso ao Ensino Superior (PAIES). We assumed that the activation of background knowledge in reading classes can, in fact, influence reading comprehension of the texts used in PAIES. The research includes the regular classroom teacher and two groups of 37 students each named as group A and group B The groups were selected after a reading exercise and a self-evaluation of their reading performance based on the European document named Quadro Europeu Comum de Referência para as Línguas (2001). With the data obtained we decided to develop different pre-knowledge activities before participants of group B read the texts. Such activities were elaborated by the researcher, who, acted as a participant observer. Group A read the same texts in English, however without developing the pre-reading activities which were developed with the other group. Data were collected through an informative questionnaire, self-evaluation on their reading skills, interview and reading activities. This study was based mainly on theoretical studies by Kleiman (2004), Leffa (1996) and Smith (1989). After analyzing the data we could note that the participants of group B believe, that, although background knowledge on a given subject is important when reading and understanding texts in English Language, problems related to the lexicon seem to hinder sense apprehension. In other words, in the students' view lexical knowledge is more important for reading comprehension. However, in spite of the students view regarding the role of the background knowledge, the results indicates that this knowledge has positively influenced their reading skills, although it was not possible to evidence a much more expressive statistical result of group B in comparison to group A . We can infer that the underlying reading model that seems to guide the teaching of this activity in the investigated context, more specifically when it has to do with the participants of group B , is reflected through classroom linear reading practices that aim at apprehending the sense of the text by means of understanding word by word. Such reading conception ingrained in the students´ mind might have influenced the research results.

This study aimed to describe and analyze the actions developed by a \"laboratory technician\" in a computer laboratory of a municipal school located in a city of Triangulo Mineiro. The specific objectives of this research were: (a) narrate and analyze the practice adopted by the \"laboratory technician\" from a public school; (b) describe and analyze the process lived by the \"laboratory technician\" in order to prepare activities that were developed in the computer laboratory of the school; (c) narrate and analyze my participation as a volunteer in helping with the activities design in the computer laboratory. The setting of this research was the computer laboratory of the school mentioned above and the participants were the researcher and the teacher of educational computing of the school. In order to collect field texts, the following instruments were used: diaries, informal talks, files of laboratory activities, field notes and narratives of the participants. This work was based on studies on didactic laboratories in public schools and teaching conceptions (PCNs, 1998; ZAPPAROLI, 2005; BENINI, 2006; CRUZ, 2009), considerations on science laboratories (PCNs, 1999; POSSOCOM et. al., 2003; CRUZ, 2009), studies on the integration of computers in schools (OLIVEIRA, 2006; PROINFO, 1997) and on considerations on the role of the educational computing teacher (PETITTO, 2003; FERREIRA, 2005; GOULART, 2008 ; SILVA, 2012). The methodological approach adopted was the Narrative Inquiry according to Clandinin and Connelly (2000, 2004). The composing of the field texts was made through the Meaning Composing (ELY; VINZ, DOWNING; ANZUL, 2001). I believe the results of this research may provide grounds for questioning the discussions about the work in the computer laboratory, regarding especially teaching conceptions present in Portuguese activities and the role of the educational computing teacher in this context.

Dans cette dissertation de maîtrise, nous proposons une analyse de enoncés de O Matador (2002) et Mundo Perdido (2006), d\'écrivain contemporain Patricia Melo. Les deux roman rapporter l\'histoire d\'un jeune vendeur de voiture, Maiquel, qui devient tueur professionnel et justicier dans la périphérie du district de São Bernardo do Campo, São Paulo. Lorsqu\'il fut découvert, Maiquel va de héros à criminel fugitif et, après dix ans, il retourne afin de trouver une ex-petite amie et récupérer sa fille. Nous sommes partis de l\'hypothèse que la construction de l\'identité du tueur-justicier serait lié aux positionnements du sujet qui justifient cette pratique comme un moyen de garantir les droits à la sécurité personnelle, la rétraction de l\'honneur et la protection de la propriété privée. Notre objectif global à cet égard est d\'étudier sous réserve positions dans les états qui agissent pour produire des effets différents sur le sens de la criminalité dans ces romans. Plus précisément, nous proposons d\'élucider la relation entre la construction identitaire du tueur et le fonctionnement des discours qui se rapportant au le fonctionnement du domaine des Droits de L\'homme et de l\'histoire du banditisme au Brésil et en révéler le discours sur l\'identité nationale incarnée dans des romans comme dispositif de pouvoir. L\'étude a été soutenue dans l‟Analyse du discours française, en particulier dans les études sur Foucault au Archéologie du Savoir (2012) en ce qui concerne les procédures méthodologiques pour l\'approche des pratiques discursives, et dan les oeuvres Surveiller et punir (1979) et Microfísica do poder (2008), qui nous fournira une base théorique en ce qui concerne le pouvoir. Notre analyse est également une interface avec les études sur l\'identité de leur chevauchement avec la différence, d‟après Silva (2009) et Hall (2009). Également lancé un appel à la discussion sur l\'identité nationale (nationalisme et de la nation) dans Jobim (2006), Woodward (2009), Anderson (2008) et Renan (1882). Donc, nous avons fait explicite, comme c\'est le (dé) criminalisation des sujets comme un moyen de légitimer la pratique de tuer les gens dans O Matador (2002), un fait qui est liée a la circulation, dans les deux oeuvres, d\'un discours du criminel de bonne caractère. En outre, nous trouvons, dans Mundo Perdido (2006), l\'affirmation d\'une identité nationale qui fonctionne comme stratégie de pouvoir, conduisant les sujets de comprendre le crime comme un élément constitutif de l\'identité brésilien, ce qui les rend adaptée au crime et l\'insérer dans votre quotidien.

Esta investigación tuvo como objetivo conocer las historias vividas durante el proceso de formación de profesores de español como lengua extranjera, buscando comprender como ocurre ese proceso llevando en consideración los contextos de educación formal y no formal, y como los profesores formados lo comprenden. Mi trabajo cuenta con cuatro participantes, siendo tres profesores que se formaron por los caminos dichos no formales, y yo que me formé por el camino dicho formal, empezando mi formación en el curso de Letras Portugués/Espanhol. Para tratar de las cuestiones de formación de profesores busqué apoyo teórico en investigadores como Fernández (2005) y Pimenta (2009); Gohn (2006, 2010) e Gadotti (2005) para la caracterización de los términos formal y no formal; sobre hibridismo busco soporte en Bhabha (2003) y Canclíni (2003, 2008), considerando la visión de experiencia de Dewey (1938, 2010) en que educación, experiencia y vida no se separan. Como esta investigación se vuelve para las historias de vida narradas por esos profesores, utilizé el camino teórico metodológico de la Investigación Narrativa de cuño autobiográfico, basado en Clandinin y Connelly (2000). Los textos de investigación fueron analizados a partir de la composición de sentidos de acuerdo con la propuesta de Ely; Vinz; Downing; Anzul, (2001) y Mello (2004), realizada conjuntamente con los participantes. Como resultado de esa composición de sentidos, percibí una línea muy tenue entre las experiencias, lo que demuestra que ni siempre es posible clasificarlas de acuerdo con esos conceptos de formal y no formal, por ser de naturaleza híbrida y no ser posible establecer fronteras entre eses caminos.

The general objective of this paper founded on the French discourse analysis is to investigate the discursive construction of the subject in the texts of Vintém de cobre: Meias confissões de Aninha , by Cora Coralina. Taking as central presupposition the subject s heterogeneous, dispersal and divided character, this discursive study proposes itself to analyse the several voices that cross Vintém de Cobre , producing the effect of subject s unit constructed, discursively, between the subject, itself, and its constitutive other. In this sense and from the category of enunciative heterogeneities (AUTHIER REVUZ, 1990) it analyses the functioning of two thematic trajectories (The past as privation and The redemption by the work) that in the ambit of sayings about childhood, sexuality and work, cut out for this study, compose the imaginary unit of the subject of this literary enunciation. Considering that this discursive subject is produced in the language relation with the conflicting context of patrimonization of the city of Goiás, the refering thematic trajectories operate discursive memory knowledges and inscribe meaning effects towards a dismystification of the past of people from Vila Boa (beneficial to a minority) and of work praise (given by the tourism and undertaken by everybody and to everybody). From the analysis of the discursive functioning of determined sequences that act as marker units of these thematic routes, this descriptive-analitic- interpretative research ratifies the hypothesis that, in Vintém de Cobre , the discursive memorialistic manifestation produces a subjectivity identified to what we can call discursive memorialistic formation of Goiás. In the same direction signs that this constituted subject in the process of identification with the knowledge of this discursive formation assumes, predominately, a favorable position to the patrimonization of Goiás Velho and to the adaptation of the city to the new reality created by this process of monumentalization. However, in the face of the interdiscourse plurality, that occurs in the discursive thread of Vintém de cobre , this paper stress that the constitutive saying of the subject in this discursive materiality oscilates between confront and alliance relations, established with the knowledges that are representative of other discursive formations. Therefore, signs the occurrence of lacks in the process of ideologic interpolation of the subject that presents, itself , therefore, necessarily marked by contradiction. As signs of the contradictory character of the subject in Vintém de Cobre , this study recognizes, beside discourses that derive to a dismystification of a past (beneficial only to some ones) and to the work affirmation (coming from the touristic exploration and undertaken by everybody and to everybody) the emergence of sayings that, in this discourse, end up converging senses to the maintenance of the socioeconomic order of Goiás past, guided by the work exploration and in strong power relations. In the path of representative elements of the discursive heterogeneity effects about the subject constitution it is reaffirmed in this paper, that the saying coherence and the subject produced by it in Vintém de Cobre is situated in the imaginary order. An order that shelters the necessary counterpart to an effect of subject s totality, as it resists to a perfect ideologic interpellation and assumes, predominantly (but not exclusively), a given position.

This paper performs a lexical-semantic study of the main nouns in the flora and fauna lexical fields of the novel O Sertanejo by José de Alencar. With the purpose of verify lexical aspects used by the author in the establishment of the geographical space named by him as sertão. It is still tried to demonstrate that the formation of these lexical fields are revealing of the author s intention in relation to his major proposal: to create a literature that shows the Brazilian ways in language, culture, nature or geography. The theoretical model chosen to organize and analyse the lexical fields was the Concept System by Rudolf Hallig and Walter von Wartburg, which was published in 1952 with the purpose of offering support and orientation to lexical books. This system proposes the concept division of the world into three major categories: A Universe; B Man; C Relationships between man and universe. With the contextual descriptions and flora and fauna field analysis performed, we consider our hypothesis confirmed since it was possible to verify, via lexicon, that the sertão of José de Alencar is not the sertão of Ceará, Brazil, as the previous assumption, since he was born in Ceará; but the sertão of José de Alencar is a literary one, it is the national sertão, it is Brazil itself. Through the idealization of the sertão, the description of the nature, José de Alencar creates and reveals the Brazilian nation, seeking its literary, linguistic, and cultural autonomy. Therefore, portraying the flora and fauna, in all its diversity and beauty, was one of the ways to build our nationality. The language and the literature become, to José de Alencar, the fundamental tool in the constitution of an identity to a recently independent nation. This way, we can notice that the representative lexical items of the conceptual fields of flora and fauna in José de Alencar s novel O Sertanejo were revealing of his intentions to make our literature, our language, our culture into genuine Brazilian manifestations.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior