TCC - Licenciatura em Letras (UAST)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2944
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Item “Carlinda me falou que tu não falou a sua mãe a respeito disto”: a variação teu/seu no paradigma de segunda pessoa do singular em cartas de amor interioranas do século XX(2021-02-24) Silva, Rodrigo Selmo da; Ataíde, Cleber Alves de; http://lattes.cnpq.br/4301066659702331; http://lattes.cnpq.br/7786094799532332The present study aims to analyze the variation of second-person possessive in Brazilian Portuguese teu/tua/seu/sua and to investigate whether the agreement with the personal pronouns tu and você in the position of subject is established. Our corpus consisted of 153 personal letters from the 20th century, in the subgenre love letter, which are part of the computerized text bank of the Pernambuco Linguistic Documentation Laboratory (LEDOC). Data analysis focused on both linguistic and socio-pragmatic aspects of that variation, based on the theoretical assumptions of Historical Sociolinguistics (CONDE SILVESTRE, 2007) and Variationist Sociolinguistics (LABOV, 1972). The discussion of our findings also relied on assumptions of Discursive Tradition (KABATEK, 2006) as well as of theories that deal with the study of the relationships established in the interaction between the correspondents, such as, for example, the theory of Power and solidarity (BROWN AND GILMAN, 1960) and Theory of Politeness (Brown and Levinson, 1987). In the analysis, only the extralinguistic variable gender was controlled. Regarding the linguistic variables, the following categories were selected: the position of subject, the classification of letters, filled and unfilled subject, the semantics of the possessed element, the position of the possessive in relation to the noun and the compositional structure of the letter. As a result, in the 153 letters from Pernambuco, we identified 319 occurrences of the analyzed phenomenon, which are distributed in 202 occurrences of seu and 117 of teu. It was also verified that there is agreement between the forms tu-teu, você-seu and that, from the 90s, the forms você-seu are almost unanimous in the corpus. From the control of the filled and unfilled category of subject we identified that already in the 90's, the teu still shows resistance when você are in the unfilled category of subject. We also observed that women tend to preserve the canonical forms tu-teu. Regarding the compositional structure of the letter, we identified that the possessive of seu next to the Farewell Section and the P.S. formed a Discursive Tradition. With regard to the control of the semantics of the term owned, this variable was not relevant in the variation of the possessives. Finally, the control of the variable position of the possessive in relation to the term possessed showed that, in Brazilian Portuguese, the possessives of the second person occupy the pre-nominal position.Item Ensino de conhecimentos linguísticos e documentos oficiais: Uma análise comparativa entre o Currículo de Pernambuco (2012) e a Base Nacional Comum Curricular (2017)(2019) Mourato, Maria Alidia Gondim; Silva, Noadia Iris da; http://lattes.cnpq.br/3145353361385921Education is primordial in the process of transformation of the individual through the interpretation of the world which we live. In this context, some measures are taken to provide to the student access to the quality education, among which should point to official documents, such as the Brazilian Curriculum Parameters (PCN), National Education Guidelines and Bases Law (LDB), Common National Curriculum Base (BNCC) and State Curriculum (PC / PE), among others, such documents are fundamental for the development of quality education. However, this Course Conclusion Paper aims to evaluate two of the documents cited previously, such as the Base (2017) and the State Curriculum Parameter (2012). It is worth noting that the choice of the years of each document to be evaluated was given by the observation that the state curriculum referent to the same year of the Base is a reproduction of that, since it is a function of the states to adapt the BNCC without causing losses to the reality experienced by each region, thus, observing the changes over the years in the official documents, we have a comparative analysis through the existing linguistic knowledge in the curriculum. Therefore, the objective is to analyse in a comparative way the State Curriculum (2012) and the BNCC (2017) from the implementation of linguistics in the classroom. We highlight that the methodology used for the elaboration of this TCC was documentary analysis, in which through the reading it will be possible to understand the use of the primary text to enrich this work. The Curriculum bring with them the concern with providing students with the possibility to learn according to their reality, so the adequacy of BNCC by states is of paramount importance, once it corroborates significantly to the success of the Teaching and Learning.Item Variação linguística no ensino de língua portuguesa: um olhar do professor de séries do fundamental II(2019) Soares, Vanessa Silva; Santos, Renata Lívia de Araújo; http://lattes.cnpq.br/7009377945244623; http://lattes.cnpq.br/5882565782735492During the whole process of teaching languages, from the first schools signed in Brazil guided by the Jesuits, there was a didactic supported by the correct use and the norms of these languages, which was not different when the Portuguese Language enters the school curriculum, supported by manuals made by teachers of the Pedro II College. The normalization of language, for teachers, was for years and years the correct way to learn and speak the language, without space for variations of this. Only recently, in just over twenty years, with the arrival of federal documents aimed at the teacher, such as the PCNs, does Portuguese language teaching begin to be seen in a more interactive way, linking this teaching to the students' daily lives and no longer to an erudite and unreachable language. There were processes in the undergraduate courses that sought to change the vision of the new teachers as to the language in which they use and that later would be their object of work, so that the students could see their speeches in a non-inferiorized way, stating that what they speak It's Portuguese, yes. With this, the objective of this study was to present a study about the importance of linguistic variation in basic education, specifically in elementary education II, with the collaboration of teachers participating in this level of education, through written interviews with six of these teaching professionals from two schools in Serra Talhada-PE. The results show a new context in the teaching practices of Portuguese Language, which aims at a heterogeneous room with respect to its languageItem Variação linguística em sala de aula: prática pedagógica dos professores do ensino fundamental do 1° ao 5°ano(2019) Alves, Vanessa Severo Viturino; Santos, Renata Lívia de Araújo; http://lattes.cnpq.br/7009377945244623; http://lattes.cnpq.br/4274053084954371It is known that the linguistic variation shows the way to talk of each individual or social group, however, despite this linguistic diversity reflects the culture of a people, many times is discredited because it differs from the standard norm, which is more widely accepted, since, it has a high social prestige. This work is entitled ―Linguistic variation in the class: pedagogical practice of elementary school teachers from 1st to 5th grade‖, therefore the research searched to ask the following question: How is being worked the linguistic variation in the classroom? So we have the aim to analyse the way how the linguistic variation is worked in the Portuguese language classes. In this perspective we developed a qualitative search, by interview and necessary observations for the data collection. We followed by theoretical concepts of authors, among the most cited are: Bortoni-Ricardo e Marcos Bagno, and some contributions from PCN of portuguese language. In front of the obtained results, we concluded that the majority of the interviewed teachers, despite recognizing the importance of the linguistic diversity, they make judgements, namely, that they focus in your answers the right and the wrong, and making it clear that the student writing is influenced by speaking, therefore it does not divert from the standard norm.Item “Maria eu observei nas palavras que mandastes dizer na carta que tu ainda duvidas do meu amor, mas você não tem razão de assim se expressar”: a variação dos pronomes pessoais Tu e Você em cartas de amor rurais do sertão pernambucano(2018) Lima, Tallys Júlio Souza; Ataíde, Cleber Alves de; http://lattes.cnpq.br/4301066659702331; http://lattes.cnpq.br/6686116967696807This work aims to present the results of research on the variation of the use of TU ~ VOCÊ in the syntactic position of subject in letters of love produced in the 50s and 70s by two nonillustrious couples from a rural community of the semiarid of the Pernambuco State. In order to analyze the alternation of the treatment forms, we consider the theoretical-methodological contribution of Historical and Variationist Sociolinguistics, aiming to verify the performance of the following factors: category of fulfillment of the filled and unfilled subject and the agreement paradigm between the syntactic elements Subject -Verb (SV). In the quantitative analysis, we were able to indicate: the productivity of the treatment form VOCÊ/TU (LOPES AND CAVALCANTE, 2011), used as a strategy of referring the second person of the discourse. We also identified the preference of executing the pronoun VOCÊ in a filled category, in the two decades observed, some peculiarities in the use of the traditional pronoun TU and the gradual increase of use of the innovative form (VOCÊ) over the years. Considering the agreement paradigm, we can see that, in the remaining documentation for the analyzed period, signs of the current subsystem of treatment used in the state of Pernambuco have been already present: TU/VOCÊ use with average agreement level (SCHERRE et al., 2009; 2015 and 2018).Item Processos referenciais em conversas de um grupo de Whatsapp(2018) Silva, Aparecida Juliana da; Ranieri, Thaís Ludmila da Silva; http://lattes.cnpq.br/9800015399149501; http://lattes.cnpq.br/6760503859861442In this work, we propose to analysethe referential processes constructed in conversations of a WhatsApp group, in the interest of approaching the various theories, emerged in Textual Linguistics, to the everyday interactive manifestations of daily life, spontaneously produced by their speakers. With this, thinking of an amplified conception about what we defend by text, we look for the investigations in the WhatsApp app environment, whose place, through its several tools, has been highly conducive to the elaboration of communicative multimodes inside the same one conversation. We recognize that the communicative sophistication is not limited to written text (FÁVERO et al, 2000), nor even to a single textual modality (DIONÍSIO, 2007). In this way, we aim to analyse, with attention, the performatization of the referential elaborations (KOCH, 2004; KOCH; ELIAS, 2006) in our locus of analysis with a view to the unstable categorical perspective of the referenced discourse objects (MONDADA; DUBOIS, 2003). Together with these discussions, we relate,when possible, these assumptions to the new conceptions of text (CAVALCANTE, 2013; CAVALCANTE, CUSTÓDIO FILHO, 2010), revealing, since the first contact, the representativeness of cognitive processing together with the sharing of ideas negotiated in a specific speech community. We also observe the deic constructions from the use of emojis that refer to the location of referents in relation to the discursive space of the participants involved in the interaction (CAVALCANTE, 2000; CIULLA; MARTINS, 2017; OLIVEIRA; SILVA, 2017).We worked with a corpusthat was constituted of prints from conversations of the WhatsApp Família Pereiragroup,of which we are members, confirming, thus, the expressive relation of the sociocognitive processes of language, in the essence of referential constructions, besides proving the need to expand the notions about text.