RCAAP Repository

A presente dissertação “Educação, esfera pública e o agir comunicativo da luta por reconhecimento: estudo sobre as ofensas racistas contra o goleiro Aranha” tem por objetivo estudar a relação entre a educação, a esfera pública e o agir comunicativo, para que se possam investigar as atitudes racistas envolvidas no caso do goleiro Mário Lúcio Duarte Costa (goleiro Aranha), com base na teoria de Axel Honneth: Luta por Reconhecimento: a gramática moral dos conflitos sociais (2012). A hipótese permeia a possibilidade, dentro da relação intersubjetiva dos sujeitos, na esfera da educação no espaço público, da contribuição ou não para a diminuição das práticas racistas. Para isso, como objetivos secundários, faz-se necessário expor as obras de Jürgen Habermas, (2012; 2014) como aparato teórico para a análise coesa sobre a esfera pública e o agir comunicativo, que possibilitam a argumentação pela educação contra as formas de desrespeito. Promove-se, ao longo da dissertação, a interlocução entre as teorias e o contexto da realidade social, como uma metonímia da comunicação existente na sociedade por meio da internet (mídia digital), analisando os agentes envolvidos, suas consequências no convívio social e o que este recorte traz como efeito para a sociedade contemporânea, meio que educa os seus agentes e os transformam. O caso analisado nesta dissertação apresenta como agentes envolvidos o goleiro Aranha, a torcedora Patrícia Moreira, a imprensa, a mídia digital e a sociedade, o que possibilita a realização de interpretações possíveis sobre a luta do movimento negro e o quanto a sociedade está ou não se transformando, com base na construção de conceitos que nos permitem fazer uma reflexão a respeito do racismo na sociedade brasileira.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPES

Emília Beatriz María Ferreiro Schavi, autora consagrada nas pesquisas e estudos sobre alfabetização, colaborou no ensino da língua materna nos países da América Latina provocando reformas e reflexões no Ensino. No Brasil, na década de 80, sua contribuição e ideias por meio dos estudos foram motivo da denominada “Revolução Conceitual” no campo da alfabetização. Trinta anos se passaram após a divulgação de suas obras nos países da América Latina, e hoje, ela ainda é referência dos documentos oficiais latino-americanos, pesquisas acadêmicas e artigos científicos no campo da alfabetização. Neste contexto elaborou-se o problema de pesquisa em andamento: quais os conceitos da teoria de Emília Ferreiro sobre o processo de alfabetização estão presentes em artigos entre os anos de 2007 e 2017? Essa pesquisa descritiva, de levantamento bibliográfico tem como objetivo geral compreender quais são os conceitos da teoria sobre o processo de alfabetização que estão presentes em artigos acadêmicos entre os anos de 2007 e 2017. E por objetivos específicos: mapear quantitativamente a incidência da referência da autora Emília Ferreiro nos artigos da América Latina sobre alfabetização; verificar quais as obras de Emília Ferreiro foram mais utilizadas nos últimos dez anos em periódicos da América Latina; compreender como a concepção da autora sobre alfabetização foi abordada nos últimos dez anos; analisar as aproximações e distanciamentos entre os conceitos apresentados na teoria de Emília Ferreiro e os conceitos apresentados nos artigos analisados. Para responder aos objetivos buscou-se estudos já finalizados por meio do levantamento bibliográfico nos bancos de dados da CAPES, SCIELO e SCOPUS, a partir do refinamento na opção “busca avançada” das palavras-chave alfabetizacao e alfabetizacion. Os arquivos selecionados tiveram como critério a análise das referências, ou seja, se o autor citasse uma das produções de Emília Ferreiro, o artigo era incluído na seleção. Localizou-se 76 artigos científicos produzidos na América Latina, sendo que as publicações no Brasil apresentaram maior incidência. Como critério de análise dos artigos têm-se como proposta eixos temáticos de acordo com o tema da publicação. Definiu-se seis grandes eixos: 1. Ideias de Ferreiro para explicar conceitos presentes em pesquisa; 2. Elementos textuais; 3. Formação de professores; 4. Evolução da Escrita Infantil; 5. Políticas de Alfabetização e contexto social; 6. Relações leitura e escrita. Para compreensão do material optou-se pela análise de conteúdo com base nos conceitos das teorias de Jean Piaget e Emília Ferreiro. A partir do levantamento descrito na metodologia, localizou-se 76 artigos científicos produzidos na América Latina. A partir da análise das aproximações e distanciamentos entre os conceitos apresentados na teoria de Emília Ferreiro e os apresentados nos artigos analisados, encontramos discussões fiéis aos conceitos apresentados na teoria de Emília Ferreiro.Espera-se ampliar as compreensões sobre os principais aspectos da obra de Emília Ferreiro. Sua relevância consiste em contribuir para a formação de professores, almejando a reflexão quando se utiliza a teoria como referencial teórico e prático.

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This article considers reading as a complex cognitive activity that necessarily involves the development of linguistic awareness of the beginners, starting with the phonological one. In its viewpoint, learning reading demands the establishment of connections between speech and the written system, since the Brazilian written system is alphabetic. Concerning the teaching of reading, it proposes that teachers should take into account the biological foundations of language and the phonological principles of Brazilian Portuguese. In addition, it stresses the importance of contextualizing the process of teaching reading to the learners’ social and culturalcontext, without ignoring their prior knowledge.

Findings regarding the relation between naming and inhibition among older adults is limited. We posited inhibitory control is crucial for successful naming and tested its role in older adults by exaggerating its effects. Participants included 215 older adults aged 55-89 years, categorized as “good” or ”poor” namers, based on confrontation naming scores. Via a computerized speeded picture-naming test (SNT), we induced intrusions. We then determined the distance between the source for the intruding word and the current item. Performance on traditional neuropsychological tests of inhibition was also assessed. Results revealed that poorer namers had more intrusions on the SNT than better namers, and their intrusions lingered through more stimuli. This suggests that poorer namers experienced greater retrieval inhibition difficulties than better namers. Performance on neuropsychological tests of inhibition also discriminated between better and poorer namers. In conclusion, successful naming among older adults appears to rely heavily on maintaining inhibitory abilities.

There is an ongoing debate in the literature on the hypothesis of a bilingual advantage in the executive functions and linguistic factors possibly related to it. This exploratory research aimed to investigate which bilingual linguistic experience factors could be correlated to inhibitory control. It was found that the inhibitory control correlated negatively to the amount of mixing (of two or more languages while speaking) the bilinguals performed. There was also a negative correlation between inhibitory control and the mean age of acquisition of a third language. The evidence goes against the conceptions on the relationship between linguistic experience factors and executive functions found in the literature, which would predict that the amount of mixing and age of acquisition of a third language would be associated with higher inhibitory control.

Neuroimaging research on the processing of metaphor presents different findings, which implies difficulties in formulating a theoretical paradigm of the metaphor in a neurological perspective. In this study, we argue that the lack of clarity of conceptual aspects about metaphor from a linguistic perspective implies diversities in the experiments design and incongruities in the findings. To support this argument, we present a qualitative meta-analysis of a corpus composed of 20 fMRI experiments on the processing of metaphor, under two aspects: the conceptual foundations of metaphor and the findings obtained in the experiments. As a result, we find that the absence of a dialogue between Neuroscience and Linguistics about the metaphor properties results in a problematic delimitation of a metaphor processing pattern under a neurological bias.

The complexity of the Autism Spectrum Disorder and its possible appearance haslead to the development during the latest decade of a very promising method of intervention: the therapy-assisted robots. The technological development and the promising results of the studies carried out on the matter, along with the recent robotic incorporation in to educational context makes that we contemplate the viability of introducing this intervention method within the educational context. The present study demarcates the latest advances of this method from the contribution of experts and analyses the positive consequences that the social robots can have for the Autism Spectrum Disorder treatment. We provide here a new vision of autism intervention in educational context.

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Using the depictions of Niels Bohr and Werner Heisenberg in Frayn's Copenhagen as touchstones, the paper explores the ontological status of historical characters in drama. It argues that fictional characters, whether or not based on historical individuals, inhabit a fictional realm and may, for a number of reasons, diverge considerably from their real world counterparts.

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In the article, “Towards a theory of figuration. The afterlife of literary characters or figuration as a dynamic concept”, the analysis departs from the assumption that the concept of the literary character has recently been reengaged in narrative studies. This approach values in particular the constructive processes that consider characters the semantic core of the narrative and that constitute a category with great potential for development in contexts that are formally non-literary. The character is not a static part of the narrative: in different cultural moments,characters can be understood as potentially dynamic entities. From this dynamism, observed in certain novels of the nineteenth century, the narratives of the digital era re-embraced and adapted the literary character, drawing from specific tools related to the electronic medium. It is in this sense that the character can be considered a concept in motion.

This article provides a summary of a book that lays the foundation for a stylistical and rhetorical approach of narratology whose aim is to describe with the greatest possible precision the mechanism of immersive and intriguing literary narratives. Noting the existence of a strong polysemy around the notion of plot, I propose to start with a functionalist definition capable to emphasize the close relationship between narrative dynamics and emplotment, which builds, maintain, and resolve tension in the aesthetic experience. I also mention how the characterization of characters and the mutability of their roles can determine in an essential way the profile of narrative tension.

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This article aims to detect elements that help to understand Dom Casmurro from the approach of situations that will defer the Brazilian literary project in the second half of the 19th century. The environment limited to Rio de Janeiro, this work surpasses the description concerning a mimetic process of local feature to deepen the psychological aspect and the dramas of the human condition. In the face of this, we seek the same way to detect the relationship that extends from the local area and the family conflict to the universality of the relationships that relate to the Brazilian social crisis in the context of political transformations that have an affect on the passage between the nineteenth and XX centuries.

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The purpose of this work is to present general aspects of the development of pragmatics, from their origins and strictly theoretical discussions, with regard to pragmatics and their strands. In fact, such discipline may be characterized in many ways, especially as a subarea of Pure Linguistics, or as an instrumental approach, in which contexts are identified for the various situations of language usage. Given this complexity that involves pragmatics, it seems fair to the pretension of our work when being focused on the fundamental, basic concepts and typical debates. This goes in the direction of familiarizing and allowing to understand the motivating issues of research that surround a multitude of relevant problems in the area.

The present paper aims to raise awareness of the importance of an integrated teaching of semantics and pragmatics, especially the linguistic-communicative competence in the additional language classroom. In order to support it, we have discussed symbouletic modality, a natural language phenomenon that takes place precisely at the interface of form and use. At first we discuss Kratzer’s (1981, 1991, 2012) framework for natural language modality and Yanovich’s (2013a, 2013b) proposal for the symbouletic modal flavor. After that, we discuss pragmatic cognitive tools for language process analysis in the form of conceptual and procedural meanings, based on Sperber and Wilson's (1995) relevance theory. Lastly, by this illustration, we reinforce our original argument, hoping to bridge further the gap sometimes found between linguistic research and additional language pedagogy.