04.1 - Graduação (UAG)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2948
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18 resultados
Resultados da Pesquisa
Item O zumbi e o distópico: uma análise sociopolítica na trilogia Apocalipse Z(2019-12-10) Santos, Rafael Barbosa dos; Silva, Monaliza Rios; http://lattes.cnpq.br/8558188707796223; http://lattes.cnpq.br/3348804895051394This work aims to analyze the utopian/dystopian in the Trilogy Apocalypse Z, authored by Manel Loureiro Doval (2010; 2011), from the studies of Marques (2014) and Claeyes (2010). Thus, it seeks to cover the three novels that make up the trilogy, analyzing different aspects in each work. In the first novel, the utopian/dystopian apocalíptic zombie is presented; while the others, the dystopian linked to the social politician. The presence of the zombie provided, in the work, a reflection on human behavior in chaotic situations, allowing us to observe that the monstrous, in the trilogy, manifests itself in other dimensions. The analysis of the trilogy contributed to a better reflection on the zombie, distancing him from the non-grateful figure for an important political-social reflection, investigating aspects such as: machism, religious, and social organizations presented in the corpus. The studies on the posthuman allowed a new view on the zombie character, because it ceases to be seen on the sidelines and is now understood as an important symbol for various metaphors, from manipulated/slave to human denial. It is characteristic of the dystopias to be set in a post-apocalyptic setting, but in the analyzed trilogy we have an addition to this scenario: the zombie apocalypse. It was possible to see that the trilogy is configured as utopian/dystopian by presenting in its narrative controlling and oppressive societies that arise amid the chaos of the zombie apocalypse.Item A metáfora em texto humorístico: uma análise sob a ótica da metáfora conceptual(2019-07-09) Carvalho, Gabriela Rayla Teixeira de; Santos, Eudes da Silva; http://lattes.cnpq.br/8701527300251171; http://lattes.cnpq.br/7579692572408649This work aims to analyze metaphors present in stand-up text. We used as corpus the humorous text of the comedian Whindersson Nunes based on the Conceptual Metaphor theory of Lakoff and Johnson (2002). The research fits as qualitative, documental and bibliographic. The material we used for our analysis consists of the 2016 video, published on the Youtube platform, entitled "Whindersson Nunes in Marminino (full show)". We have done the transcription of the passage that we chose to study and we have tried to analyze in this work the metaphorical expressions that we find in the video, in the family thematic. As a strategy for the identification of metaphors, we chose the method of reading, described by Sardinha (2007) as the most appropriate for working with the conceptual metaphor. For theoretical reference, we had Lakoff and Johnson (2002), Sardinha (2007), Fiorin (2014), Zanotto et al (2002), Cameron (2010), among others. In our analysis we verify that many metaphors with similar characteristics appear frequently in the text, which led us to organize them by groups, animal metaphors, ontological metaphors, among others. In our analysis, we were able to explain the connotative sense of metaphorical expressions and relate them to a larger conceptual metaphor, as proposed in the objectives. Finally, we noted how the metaphorical system is diversified, full of different conceptual metaphors, not a structure "stuck" to patterns with only one type. We also observed how present it is in our daily lives not only as a linguistic resource, but also as a fundamental component of our language.Item Discurso (i)legítimo na BNCC?: contribuições críticas investigativas sobre o documento(2019-07-19) Silva, Anderson Leandro Gama; Lima, Angela Valéria Alves de; http://lattes.cnpq.br/4075380055242993; http://lattes.cnpq.br/6584540291076388The present work aims to investigate if there is a presence of illegitimate discourse as a form of discursive manipulation in a document that guides and directs the Brazilian education, the National Curricular Common Base (BNCC). The research collected data through the first version of the document and the approved version, using as a theoretical methodological approach the contributions of Fairclough (1995, 2001, 2003), Chouliraki and Fairclough (1999) and the power relations in this discourse proposed by van Dijk (1997, 2010, 2012) and Falcone (2008). In the light of the Critical Discourse Analysis and with three-dimensional analysis method, we investigate if the BNCC is interspersed with discourses with ideologies prone to affirm inequalities and contribute with an antidemocratic and individualistic world view. On a watchful eye to the rights of learning, and now general competencies of the National Base, we intend that this work contributes in a significant way to clarify doubts and certain insecurities related to the discourse proposed by the document that is part of school routine in the whole country.Item Um estudo sobre o gênero textual notícia sob a perspectiva do letramento social, do letramento escolar e da retextualização no ensino fundamental(2019-04-26) Souza, Cristiane Galindo Gonzaga de; Ogliari, Marlene Maria; http://lattes.cnpq.br/2205083696463820The current discussions about the teaching of languages, particularly about the teaching of the Portuguese language, have led us to emphasize two present theoretical-methodological trends: the conceptions on literacy and the theory of text genres. Thus, based on both these conceptions, our purpose in this paper is to implement a study concerning literacy and retextualization in Basic Education, making use of “news” as our focal text genre. We aimed at developing the skills of writing production and writing comprehension, through pedagogical activities of retextualization, carried out in classroom context, with students of the 6th grade from an elementary school. These students were regularly registered in a municipal school in the outskirts of the city of Garanhuns - PE. Our theoretical basis included the works of Soares (2004; 2008), Marcuschi (2007; 2008; 2010), Kleiman (1985; 1995; 2007; 2008; 2010), Tfouni (1995; 2010), Carvalho (2014), Rojo (1998; 2009), Terra (2013), PCN (1997), Silva (2007), Santos e Carvalho (2012) e Dickson (2018). In order to achieve our general purpose, we developed a field research (MARCONI and LAKATO, 2011), with a qualitative approach (NEVES, 1996), from a daily social practice, involving the subjects of this study. These subjects actually share the everyday experiences of all social groups who belong to a graphophonic society, where members usually hear or read the pieces of news and, afterwards, retell them during their social interactions. By means of an assessment, realized to find out how much the subjects already mastered, out of our proposed text genre, we complemented the characteristics of the selected genre, so as to propose a few pedagogical activities of retextualization. With exception of the writing production, related to the first and to the last activities, for the other tasks, we proceeded with the following sequence: reading; comprehension of local or regional news, which had been experienced by the students at that moment, and then these students, acting as reporters, were asked to convey to us the same piece of news, in written form. We were able to observe, out of the analyses and discussions we had previously conducted, that deriving from a social literacy, that is, from the amount of knowledge which the student already has, uses and masters of a particular text genre, as well as the contents, experienced by the students, and based on the extra linguistic-text-discursive knowledge that we have managed to offer them, a clear improvement in the learning process of the Portuguese language in fact took place. Such improvement has become evident through a gradual higher similarity with the actual studied genre, not only in the written mode of the language, but also in relation to its linguistic-text-discursive use, also necessary and expected for a successful accomplishment of students‟ formal school literacy.Item Implicações pedagógicas em atividades no livro didático de língua portuguesa(2019-07-11) Miranda, Jéssica Paranhos de Lucena; Silva, Dennys Dikson Marcelino da; http://lattes.cnpq.br/5263497905547631The teaching of Portuguese Language constantly brings reflections and positions so that the teaching and learning process can be implemented in an innovative way through methods and techniques aimed at the evolution of education. In this context, this study aims to present the implications of the process of teaching Portuguese by textual genres through reading in a Textbook. Among the authors that stand out on this subject is Irandé Antunes, who exposes implications in the classroom for writing, speaking, grammar and especially reading, providing the thought that the teaching process should be unique. Thus, the methodological process is through a qualitative research with exploratory and explanatory methods as theoretical basis in the conceptions of Irandé Antunes (2003), which contextualizes methods to combat the existing implications. The analyzes were performed in a 6th Grade Textbook, which identified reading implications that consolidates the existence of care with the development of activities that do not benefit the teaching and learning process, thus confirming that there are implications in textbooks still in contemporary times even with the constant educational strategies to effect a quality education.Item A progressão dos gêneros da ordem do argumentar no livro didático de língua portuguesa(2019-07-19) Barros, Delmira Yane; Lima, Gustavo Henrique da Silva; http://lattes.cnpq.br/5167740437126995; http://lattes.cnpq.br/5922055242333315The present work is a study about the progression of argumentative genres located in the most used primary and secondary school Portuguese textbook collections in the municipality of Garanhuns-PE (one from elementary school, final years, another fom high school), starting from the idea that the textbook is a tool of importance in teaching and learning. We use, as a theoretical contribution, the concepts of grouping and progression of genres proposed by Dolz & Schnewuly (2004); and the concept of textual genrer proposed by Marcuschi (2001) and the considerations on the teaching of argumentation proposed by Ribeiro (2009). To do so, the project consisted in a documentary research, whose objectives are to identify the argumentative genres in the collections, to point out the articulated axes in the course of the work with these genres, to verify the progression between the levels of education of these genres and to indicate the possible effects of these collections on developing the students' ability to reason. Our methodology is based on a documentary research (LÜDKE & ANDRÉ, 2012), since we perform a general mapping of the genres present in both collections, trying to identify the grouping and observe the progression of the argumentative genres. The results found here showed, about to progression, that the genre opinion article and the genre of school writing are the genres that remain frequent in all volumes of the collections, the first in the Elementary School collection and the last in the High School collection.Item Memórias e escritas de si em crônicas de Humberto de Campos(2018-07-25) Caldas, Karine Silva Mendes; Fernandes, Carlos Eduardo Albuquerque; http://lattes.cnpq.br/6342363393437620This work of monograph, which was carried out from the study of the autobiographical memoirs of the writer Humberto de Campos, written using the chronic genre, aims to perform a literary analysis of these memories and the author's self-writing. From four chronicles selected from the book Memories, you study based on the theoretical references memory and self-writing, we analyze how self-writing is put in the discourse of the writer, and how this discourse was constructed and the relation that the author established with the reader in the elaboration of his autobiographical narrative. The selected chronicles were "The Toy Stolen", "Our house", "A friend of childhood" and "The flagrant", all reports of events occurred in the childhood of the author. We understand that memory keeps the past alive, but that not all of our memories are "ours," for much of what we remember depends on the relationship we have with the social groups in which we are inserted, which give us memories that are incorporated in us and they are confused with those originally ours. We also believe that not always remembering is to relive the past, but to rebuild it from what we are today. We compose with those who attest that there is no pure autobiography, and that although autobiographical discourse is a real discourse, there is fiction in it, and that where the memoirist finds gaps in memories he fills them with his creative capacity. We conclude that writing about oneself is a way of giving meaning to one's own life and of being eternalized. In addition to the study of other works by the author, we consulted authors such as Coelho (2005), Sá (2001), Klinger (2007), Bosi (1998), Barros (1989) and Chevalier and Gheebrant (2009). We wish to show that the author wrote his memoirs using the confessional character, establishing with the reader a pact of reality in his narrative, offering several elements guaranteeing verisimilitude, and giving his work also an educational character, but at different times, admitted to the existence of fragmented memories, which ratifies the understanding of several authors of the impossibility of the existence of pure biographical texts.Item Estudo dos operadores argumentativos no gênero reportagem(2018-08-30) Nascimento, Sheila Silva do; Lima, Angela Valéria Alves de; Lima, Emanuelle Camila Moraes de Melo Albuquerque; http://lattes.cnpq.br/0470905904340465; http://lattes.cnpq.br/4075380055242993; http://lattes.cnpq.br/9602004490850911This research aims to discuss the use of argumentative operators in political reports, seeking to answer if there is impartiality in the published texts and whether the use of argumentative operators was used as a form of adherence or manipulation of the reader, by the author. We will base our study on Koch (2000, 2002 and 2003), Parreira (2006) and Orlandi (2000).These studies deal with the use of argumentative operators in the text, not only as a grammatical element, but also from the semantic point of view (Koch and Parreira) as well as the theory that studies the influence of the relations of power in the adhesion of the opinion of the other before the text (Orlandi). As results, we hope to reinforce the importance of recognizing the role of each argumentative operator within the text, analyzing the context in which were employed and the author's intentionality behind its use.Item Discursos, concepções e percursos teórico-metodológicos na formação inicial de professores de língua inglesa(2019-01-23) Souza, Salvia de Medeiros; Pereira, Sônia Virginia Martins; http://lattes.cnpq.br/1673025156495316; http://lattes.cnpq.br/7735115241100407The present study is attached to researches about the initial formation of foreign language teachers, as well as to researches in the field of Dialogical Discourse Analysis. The research which led to this study aimed to analyse how the institutional and teacher discourses reflect theoretical and didactic-methodological conceptions demonstrating, in the discourse of students, the initial formation of English language teachers. The theoretical coordinates that support the reflections in this analysis have their origin in the dialogical studies, highlighting the following concepts: concrete utterance (BAKHTIN, 2015a; BRAIT; MELO, 2005), heteroglossia (ZANDWAIS, 2009; FARACO, 2009), dialogism (BAKHTIN/ VOLOCHÍNOV, 2014; BAKHTIN, 2015b; FIORIN, 2016), axiology (VOLOCHÍNOV, 2013; FARACO, 2009) and reported speech (FARACO, 2009). This research is based on a qualitative-interpretative approach and it was configured as a documentary analysis allied to the case study of the Letras Português/ Inglês Course of UFRPE / UAG, which included the identification, verification and examination of documents and the application of data collection instruments to achieve the aims of the research. The conclusions point out that the official discourse of the High Education Institution (HEI) could be more punctual in the study of theoretical-methodological and didactic-pedagogical conceptions for the teaching of English language and articulate the linguistic and pedagogical spheres of knowledge on language. The university professors could articulate their repertoire of knowledge on the English language to their teaching in order to influence the construction of the teaching repertoire of the students and these latter need to seek autonomy in relation to the development of their language proficiency or develop more refined communicative skills, besides the pedagogical deepening for their practices as English teachers.Item Generalização e particularização como efeitos de sentido: uma análise de duas capas do Jornal O Globo sobre o processo de impeachment de Dilma Rousseff(2019-02-05) Mendonça, Moacir Japearson Albuquerque; Gomes, Juliene da Silva Barros; http://lattes.cnpq.br/2570720500233989; http://lattes.cnpq.br/2414704183137814This research aims to analyze, in the light of Discourse Analysis (AD), the effects of generalization and particularization, in two covers of the O Globo Journal that coincide with two manifestations in March 2016, occurred during the impeachment process of then President Dilma Rousseff. Based on the concepts of ideology, discourse, subject (PECHEUX, 1969) and discursive materiality (PECHEUX. M; FUCHS. C, 1975), we will focus on the journal cover genre (AGUIAR, 2010), from a multimodal perspective (MAINGUENEAU, 2015; LEEUWEN, 2011) where verbal text, comprised of the headlines and texts of cover calls, and non-verbal calls, comprised of the photographs and catoon, are part of a text-discourse whole (BARROS, 2003) in our analysis. We understand that analyzing these Effects of Sense (POSSENTI, 2009) and others that may be constituted in the statements, we can identify or suggest the ideological matrix of the vehicle. We conclude by the effects of sense revealed in the data that, although the newspaper O Globo seeks apparent neutrality and impartiality, trying to show the two manifestations in an exempt form, the discourse of the newspaper can be affirmed as pro-impeachment, from the explicitation the linguistic choices and the configuration of the other constituent elements of the samples of the genus under analysis. This allows us to think about the role of print media and to rediscuss the concepts of neutrality and impartiality of the media in general, provoking reflections on its role in political processes.