Licenciatura em Letras (UAG)

URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2959

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APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso

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A abordagem da variação linguística no livro didático: uma análise da coleção português: linguagens, de Cereja e Magalhães (2013)
(2018-02-20) Alves, Josefa Edjane Cordeiro; Guedes, Niege da Rocha; http://lattes.cnpq.br/9891874919262555; http://lattes.cnpq.br/1122387175534706
This study does a qualitative research of the bibliographical type when analyzing as a collection of textbooks intended to the High School – Português: linguagens, de Cereja e Magalhães (2013) – it approaches the phenomenon of the linguistic variation. During the construction of the theoretical reference of this work, we focus on the variation and the issues involved on it, establishing as references the works of Bagno (2002, 2007, 2009), Castilho (2004), Faraco (2004), Lucchesi (2004) and Rodrigues (2004). As our study object has a direct relation with the teaching-learning process of Portuguese Language, in the second section of this work, we discuss the teaching of Portuguese and the role of the textbooks, having as basis, among others, the studies of Antunes (2003, 2007, 2009), Geraldi (1997), Dionísio (2005), Soares (1998) and Travaglia (1996). Starting from the analysis, it was possible to verify that the collection approaches the linguistic variation in a positive way, because of the evidence as a natural phenomenon, refuting, in various spaces, the veracity of prejudiced information which reinforces and reproduces the linguistic prejudice, though it has applied some reproductive expressions of the prejudiced vision which rules in the society and makes people believe in the existence of better and more beautiful linguistic variations than others.
O grito dos subalternos: uma análise da obra Contos Negreiros de Marcelino Freire
(2018-03-07) Andrade, Diego Souza de; Cortez, Marcia Félix da Silva; Santana, Paula Manuella Silva de; http://lattes.cnpq.br/2674194888709803; http://lattes.cnpq.br/4091073515532694; http://lattes.cnpq.br/5716246867460475
The present analyzes Contos Negreiros, a tale book written by Marcelino Freire, through Gayatri Chakravorty Spivak studies about subalternity. Because it is based on texts that trace tones of reality and that approach very lively themes in the daily life of the peripheries of the world, the work will be analyzed in this research. Given that Marcelino Freire approaches in his work subjects that are systematically excluded from the processes of social and economic representation, it was possible to establish a link between the theory and the literary piece. We will see how the subaltern person speaks through the characters who tell us about their indignation and salvation. The issue of women as inferior and dependent is wide open in the lines of one of the characters, the racism which is imposed every day, the homophobia that is flagged in the thought of the society, the pedophilia that happens daily under our supervision, the xenophobia, and the impunity which was built over the years on top of indigenous communities, among other seemingly commonplace situations.The concern here is to relate these literary characters and their affronts to the subordinate subject pointed out by Spivak. For that, we will use theories of postcolonial studies such as the author cited and Homi Bahba, as well as scholars about the literature such as Antônio Candido and his theory about the character and Anatol Rosenfeld.
Contos Negreiros: o personagem negro de Marcelino Freire
(2018-06-06) Lira, Jadson Brito de; Freitas, Sávio Roberto Fonsêca de; http://lattes.cnpq.br/6320246955492429; http://lattes.cnpq.br/0605764002670980
This research aims to analyze the short fiction of Marcelino Freire, Contos Negreiros. He also had the purpose to demonstrate the literary profile of Marcelino Freire, as well as to verify the bias of the black character in the work Contos Negreiros and to visualize the social contributions of the work "Contos Negreiros" for contemporary Brazilian literature. For this we resorted to the bibliographical research, seeking to understand the treatment directed to the black in the Brazilian literature from an inquiry - what are the main social contributions and racial questions of the black character in the book Contos Negreiros? Before analyzing the bias of the black character in the award-winning work of the author from Pernambuco, it was necessary to present the biographical profile of the writer, social concerns, influences and literary production. In this sense, the monograph, Contos Negreiros: the black character of Marcelino Freire, aims to demonstrate the social contributions and racial questions of the work Contos Negreiros, 2005, for contemporary Brazilian literature.
Considerações sobre crenças de graduandos em letras acerca do processo de aprendizagem de língua inglesa
(2018-07-13) Berto, Felipe de Luna; Lima, Emanuelle Camila Moraes de Melo Albuquerque; Barbuio, Eduardo; http://lattes.cnpq.br/2468107735357950; http://lattes.cnpq.br/0470905904340465; http://lattes.cnpq.br/5506333233424805
This research aimed to identify the main beliefs about English language learning and its influence on the learning process of future teachers of Arts course with dual qualification in Portuguese and English languages, from the Academic Unit of Garanhuns at the Federal Rural University of Pernambuco. To do so, the research was performed through the application of a questionnaire to entrant students in the graduation in 2014 and in 2018, whose data were compared. The analysis was supported by the main theories and hypotheses regarding the acquisition of languages and foreign language learning after the so-called "critical period" - Krashen (1984); and on the notion of beliefs in this learning process - Barcelos (2000, 2001, 2004, 2006, 2007), Horwitz (1988) and Kudiess (2005). As result, it was verified that most of the presented beliefs represent obstacles in the learning process of the English language. The data obtained also suggest that the beliefs are maintained as a result of the influence of previous experiences about learning this language.
Efeitos Discursivos da Linguagem Humorístca no Gênero Stand-up
(2018-07-25) Lúcio, Gabrielli da Silva Melo; Silva, Dennys Dikson Marcelino da; http://lattes.cnpq.br/5263497905547631
This paper has as objective analyses, using a qualitative analytical methodology, the discursive effects of a humorous genre that has been highlighting in the last years, The Stand-up Comedy; One of the most recent ways of do humor in Brazil. Based on the theories of Pêcheux (2009) and Orlandi (2010), considering the theoretical aspects of the French Discourse Analysis, we focus on the conditions of production of the said and unsaid discourses, as well as on the varied effects of sense found in the stretches of the Stand-up shows produced by the humorist and presenter Rafael Bastos. We noticed through analysis, that the genre carries in its discourses strong ideological loads that are camouflaged purposely through of the unsaid discourses, because of inviability of being totally uttered. Such derision are based on the values and relationships that society shares, constituting what many call black humor. Thus, the need arose for a study about the genre in its linguistic, social and ideological foundations.
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/6342363393437620
This 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.
O ensino da habilidade de compreensão auditiva em língua inglesa: abordagem teórico-prática para graduandos de licenciatura em letras
(2018-08-10) Souza, Swianne da Silva Dias; Lopes, Diana Vasconcelos; http://lattes.cnpq.br/9825478087460880; http://lattes.cnpq.br/9372689012125207
The present research aims to highlight the importance of working on the theoretical and practical aspects of the teaching of the listening comprehension skill in English as a foreign language, with undergraduate students, studying to obtain their degree in Languages (Licenciate Degree in Languages), with the main purpose of assisting them in their educational background, intending, ultimately, to offer them a complementary training in order to better prepare them to become EFL (English as a Foreign Language) teachers, who are able to conduct their own teaching-learning processes in that language in a systematic, motivational, conscious and safe way. For this purpose, we implemented a project, in the form of an extracurricular workshop, which aimed at presenting some theories and strategies for the teaching of listening comprehension in English, to a group of volunteer students (undergraduate in language teaching). To these undergraduates, focal subjects of the research, it was offered the opportunity to broaden their knowledge on the theoretical basis, which support the conduction of the teaching-learning processes of listening comprehension skills in English as a foreign language. This research was based, among others, on the ideas of authors such as J.J. Wilson (2008); Brown (1994); Lopes (1996); Oliveira (2014); Goh (2003), who discuss the possibilities of turning the teaching of listening skills in English into a more productive, pleasurable, efficient and effective process. The work methodology, chosen for the implementation of the project, was carried out in the form of a theoretical-practical workshop designed to allow the improvement of the listening comprehension ability of a group of volunteer students of languages (Portuguese/English), regularly registered in the Federal Rural University of Pernambuco (UFRPE), Campus of Garanhuns (UAG). It is, therefore, a research of fundamentally qualitative nature, in the area of applied linguistics to the teaching of English as a foreign language. The results of the research led us to believe that, due to the fact that the teaching-learning processes of listening skills is often neglected or even ignored by some EFL teachers, all undergraduate university students of languages should be contemplated with a program, in which the effective teaching practice of the listening comprehension ability in the target language was also objectified.
A (des)construção do ethos do presidente Michel Temer em seu primeiro pronunciamento
(2018-08-22) Araújo, Iara da Silva; Silva, Morgana Soares da; http://lattes.cnpq.br/3406043341655042; http://lattes.cnpq.br/6528900427973341
It is known that each type of discourse has its own discursive constructions (MAINGUENEAU, 2004). Political discourse, despite using discursive strategies to construct an image of itself that pleases its voter, is also influenced by the discursive genre in which it occurs, as well as the support (s), by which it is transmitted, and by the discursive community (political environment), to which he belongs. Thus, ethos is not only a means of persuasion, it is revealed from clues left by the enunciator (MAINGUENEAU, 2005). From this, in our work, we wondered: How occurred the (de) construction of Michel Temer’s éthe in his first pronouncement as president of the Republic? What linguistic resources helped in this process of éthe (de) construction? Moved by this problematization, we aim, in this work, to analyze the process of (de)construction of Michel Temer’s éthe, reflecting on the linguistic resources that helped in this process, we also propose to characterize the pronouncement genre. With this, we believe that the present work is an interesting proposal for the analysis of the discourse, since, in addition to the notion of ethos in the political scope, it also brings reflections about pronouncement genre. Our corpus is constituted by the first pronouncement of Michel Temer, as president of the Republic, on August 31, 2016, published by the official site Planalto, analyzed by the inductive method, in a qualitative research of the bibliographic type (XAVIER, 2010 ). We focus our research on the assumptions of Maingueneau (1997, 2004, 2005, 2010, 2010, 2011, 2016) in dialogue with Amossy (2005), Aurélio (2012), Fiorindo (2012), Heine (2012) and Campos (2007), with regard to the discussions on discursive ethos; Charaudeau (2006) with regard to issues related to political discourse; Marcuschi (2008) and Maingueneau (2004), when dealing with the reflections on discursive genres. We found, through discursive fragments of the pronouncement analyzed, that there was a process of (de) construction of the Michel Temer’s ethos, that is, he had to discard a supposedly negative image to construct another that was accepted by the Brazilians
Análise diacrônica dos verbos "ser" e "estar" com sentido existencial no português em cartas de leitor do século XIX da cidade do Recife
(2018-08-27) Vasconcelos Neto, Marcionilo José de; Lima, Emanuelle Camila Moraes de Melo Albuquerque; http://lattes.cnpq.br/0470905904340465; http://lattes.cnpq.br/3002130100167194
The present work seeks to undertake a diachronic analysis regarding the use of copular verbs with existential meaning, since they represent one of the greatest challenges for researchers who are interested in the subject. In order to carry out this research, we used historical data from nineteenth century reader's letters to newspapers in the city of Recife, as well as data from a survey with contemporary Portuguese speakers about this phenomenon. This research is based on the assumptions of the generative theory, and as main references, we have the studies of Chomsky (1981, 1986), Avellar (2004, 2007), Sibaldo (2009, 2016) and Tarallo (2009). This work endeavors to contribute to the growth of the literature on copulatives with an existential meaning, and also offers some analysis from the findings in the corpus, bringing some syntactic-semantic analysis about the diachronic variation that can be found in the use of the Brazilian Portuguese verb "to be" with an existential sense.
A concordância verbal em textos escritos por estudantes de Garanhuns - PE: uma análise sociolinguística
(2018-08-27) Silva, Ricardo Soares da; Lima, Emanuelle Camila Moraes de Melo Albuquerque; http://lattes.cnpq.br/0470905904340465; http://lattes.cnpq.br/8091023593918666
This essay (work) presente an study about the variation of the verbak agrément of the language in its actual use of students from Garanhuns’ city – PE. To perform this research, we use as theoretcical-methodological basics the Variacionista Sociolinguistics that has its originator William Labov (2008), who considers the language in its social contexto, we have also used previously utlized surveys about the phenomenon studied as the one of Moura (2007), Rodrigues (1987), Vieira (1994) among others. Based of this assumphtion that the verbal agrément of Braszilian Portuguese is a variable rule, in which ther is a prestigie variant and a discredited variant in competition between ther we look for not only verify this variantion but also identify the linguistic and socao factors that are influencing and conditioning this variation in the formal writing. The use of the variants was analysed according to the linguistic and socials factors already postulated by others scholars. Among the linguistic factors we selected the ver type (state and action) and position of the verb in relation to the subject. The extralinguistic factors analysed were: the sex and the education level of the students. Based on the Labovain methodology, we collected data, set up the research corpus constituted by thirty texys produced by students from the 6th and 9th grades of elementary school and grade 12 of high school and alayzed them. The quantification of the data was done through the tabulation and allowed us reach to the following results: there is absence of the verbal agrément in the writing langauge of the informations in general of (14,15%) appointed mainly among the students of higher education (garde 12), as well as the male is the one that most presentes a non-standard form. We verify the two linguistic factors that also act as conditioners of variant. Therefore it was seen that the school influences the students to employ the langauge in its stantard norm, softerning the use of variations as non-standard.
As contribuições dos gêneros textuais no processo de ensino nas aulas de língua portuguesa no 6º ano do ensino fundamental II
(2018-08-29) Barros, Elizabete Josefa de; Silva, Dennys Dikson Marcelino da; http://lattes.cnpq.br/5263497905547631; http://lattes.cnpq.br/2944534748981011
In the quest to analyze the contributions that the textual genres can bring to the students of the 6th year of elementary school, through observations of a Portuguese teacher's class, this work can present a brief overview of the practices with textual genres in language teaching Portuguese as a didactic tool. In an interactionist discourse perspective, this research is supported by the theories proposed by Antunes (2003), Dolz and Schneuwly (2004) and Marcuschi (2002, 2007 and 2008) who believe in a teaching-learning proposal organized from textual genres, attributing to language and interaction the instrumentalization in the construction of knowledge and in the formation of the citizen, with the general objective of investigating ways of using textual genres as a tool for language teaching. Through field research with a qualitative approach, of exploratory nature, having as observation technique, which allowed an analysis regarding the proposal of the teacher's work and its relationship with the genres. In these practices, it was noticeable that the educator in question was often able to plan good reading times, showing a systematic practice of textual genres through the development of various activities developed in the classroom, contributing to the construction of his knowledge, focusing the appropriation of the students' textual production system.
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/9602004490850911
This 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.
O processo de interlocução e o desenvolvimento da escrita em sala de aula: reflexões de uma professora em formação
(2018-08-31) Almeida, Pâmella Fernanda dos Santos; Lima, Gustavo Henrique da Silva; http://lattes.cnpq.br/5167740437126995; http://lattes.cnpq.br/0221736253779790
Taking into consideration the current reality of the teaching of text production, through a critical-reflexive view, this paper aims at contributing with the study of the development process of writing and its assessment in the classroom, based on a dialogic process between teacher and student. The specific objectives proposed in this study are the following: to identify the most recurrent writing problems in texts, produced by students in their late years of basic schooling, and to verify to what extent the interventions, applied by an under graduated teacher to these students’ texts, can in fact aid learners in their rewriting process. As theoretical basis, we have relied on the researches of Dolz, Gagnon and Decândio (2010), Marcuschi (2007), Antunes (2006), Ruiz (2013), among others. These scholars approach some relevant perspectives related to the teaching and assessment of texts, written in the school. We have adopted a qualitative research in order to implement our study, more specifically by means of an action-research investigation, whose objective was to allow the researcher the opportunity of observing and interfering in the analyzed phenomena, through interventions carried out so as to promote the accomplishment of our main study aims. As a result of the analyses developed in this research, we have been able to notice that the under graduated teacher used linguistic, textual and discursive approaches, which are closely related to the interactive process, and, consequently, such procedure has allowed us to reach highly productive reflections involving our conceptions about the teaching and assessment processes in the teaching practice. This research may be used as a valuable source of information on the way in which assessment procedures on text production in the school takes place. This study may also contribute to researchers interested in looking into how such assessments may turn out to be more than simply a process of error detection in the text. We have, thus, finalized our study in hope of having offered some encouragement to teachers, so as to motivate them to pay closer attention to their students’ texts, as well as to raise their awareness to how they should apply their assessments, when dealing with their students’ written productions. We have also intended to warn teachers about the importance of observing whether their teaching practice is actually in accordance with the studies related to the teaching of writing production and assessment processes. Therefore, teachers will eventually worry not only with the amount of production provided by their students in the classroom, but also with the quality of such productions in different discursive contexts. Furthermore, it is important to point out the fact that this research has been extremely valuable to a more comprehensive formation of my own academic development as a researcher.
A construção da identidade do nordestino nas canções de Dominguinhos: uma amostragem
(2019) Cavalcante, Michael Fledson Lourenço; Viana Júnior, Oseas Bezerra; http://lattes.cnpq.br/1280192032203717; http://lattes.cnpq.br/6686821094849698
This is a Completion Work of Degree in Letters of the Federal Rural University of Pernambuco in the Academic Unit that Garanhus. Pretended to a life and the work of Dominguinhos, investigating in the cancellation is declined the identity of northeastern. For this, it is necessary to make known the origin of the Northeast and the practices that have been established. The identity perspective adopts of Stuart Hall (2005), and its helps in the analysis of its songs. This work includes a complete discography of Domingos cataloged in annex, each song with the help of its composers. This research is a theoretical study on social and cultural studies that studies cultural identity with an applied linguistics in interpretative documentary research.
A linguagem persuasiva utilizada em páginas de vendas de produtos digitais: análise da página de vendas do curso online magra para sempre
(2019-01-07) Medeiros, Lara Santos Targino; Santos, Eudes da Silva; http://lattes.cnpq.br/8701527300251171
With the advancement of new technologies, new forms of communication and relationships have been established, consequently, the ways of doing marketing and advertising have also transformed and have given rise to digital marketing and new textual genres on the internet. In this context, the present work aims to analyze the persuasive language used in sales pages of digital products. As an object of this analysis, a copy of the genre, captured by means of prints, is the sales page of the online course Magra Para Semper, by nutritionist Karina Peloi. The analysis in question is based on theoretical aspects, such as Maingueneau (2013) and Orlandi (2010) on discourse, and Citelli (2002), Adolpho (2018), Kotler (2017) and Cialdine (2012) on persuasive language and digital marketing. This research is relevant because it aims to contribute to the study of language, especially with regard to the transformations and uses of language in modernity. Through persuasion techniques, on the sales page, the vulnerabilities and desires of the target audience are explored, companies seek to know their client thoroughly to use their needs and dreams as tools of persuasion. Thus, it is sought to understand this use of language, given its power of persuasion and how important it is to reflect on how discourses are produced, especially in the marketing field.
Ensino de produção textual: análise de livro didático de ensino médio
(2019-01-17) Barbosa, Marillya de Moraes Monteiro; Silva, Dennys Dikson Marcelino da; http://lattes.cnpq.br/5263497905547631; http://lattes.cnpq.br/4089003711471508
The present work had the objective of doing a descriptive analysis of activities of textual production of a High School of Portuguese Language in textbooks, verifying how the pedagogic proposal contributed to the writing of students. Considering that the textbook is one of the main pedagogical methods used in the Portuguese language classes and that the teaching of writing is directly connected with the development of the communicative competence of the students, we seek to establish a relation between the practices of teaching of writing suggested by the textbook and the developing literacy of the individual. Based on Choppin (2004) and Fernandes (2010), we conceptualize and define the characteristics and importance of the textbook. We agree with the teaching of writing based on the concepts of text genre presented by Marcuschi (2005), Bakhtin (1997) and Souza (2011) and of literacy addressed by Soares (2009) and Kleiman (1995). Concerning the teaching practices, we brought the studies of Antunes (2003 and 2009). An analysis of a chapter of the textbook "Portuguese: Context, Interlocution and Sense", by the authors Maria Luiza M. Abaurre, Maria Bernadete M. Abaurre and Marcela Pontara, which deals of the textual production of the short story, genre checking how it approaches this issue if and the proposed activities contribute to the didactics of the teacher and the student’s literacy. s verified that in the teaching of writing the book presents proposals of activities that contribute to the written literacy of the students besides offering an interactionist conception of language, presenting a social contextualization of the texts used, with interpretation activities that approach diverse language aspects, being a relevant source of information and training for students and an important didactic support for teachers.
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/7735115241100407
The 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.
A narrativa da descoberta do amor em Eleanor & Park: adolescência, bullying e primeiro amor
(2019-01-24) Vanderley, Sara Rocha; Cortez, Marcia Félix da Silva; http://lattes.cnpq.br/4091073515532694; http://lattes.cnpq.br/5348723524079681
This project aims to this study the development of bullying in the young adult book Eleanor & Park, of the American writer Rainbow Rowell, considering the connection of bullying and first love establish by some readers about the book analyzed. In this book, Rowell, presents concerns about several changes in teenagers lives and how they face the development of their physical characteristics, beyond their reactions about falling in love for the first time, the bullying that they have been suffered for being different and not to fit in with the colleagues, this way portraying, as main focus, the relationship between Eleanor and Park. In order to establish such a relationship between readers and the book and the main theme addressed by it with the requirements presented, it was necessary to use surveys conducted by the social network for Brazilian readers, Skoob. In this way, in order to reach the objective defined here, It was used the researches of Bandeira and Hutz (2012), Pesce, Assis and Avanci (2008), Picado (2009), Gregorin Filho (2007), Azevedo (2006), Costa (2012), among other researchers about Bullying and Aggression, Young Adult Literature, and the concerns about love in youth. The analysis is made by comparing the answers of the interviews with the relationships between bullying and love in adolescence, taking into consideration how the readers identify themselves with the book.
Histórias em quadrinhos: o herói em O Quarteto Fantástico e Sandman
(2019-01-24) Vital, José Eduardo Carvalho; Silva, Monaliza Rios; http://lattes.cnpq.br/8558188707796223; http://lattes.cnpq.br/8555086877601824
Comics have been the subject of literary studies since the second half of the twentieth century in the United States and Brazil. The conjunction of illustration and written text, characteristic of the genre, has been successful since its creation, even in the first half of the last century. Consequently, this genre has opened the door for a number of works and artists / writers to consecrate themselves over the years. The research was intended to analyze the different categories of hero in a clipping of the work of Stan Lee and Neil Gaiman in The Fantastic Four (LEE; KIRBY, 1961) and Sandman (GAIMAN; McKEAN, 1988). The research was bibliographic, based on the assumptions of Kothe (1987) and Adorno; Horkheimer (1985), from the perspective of the hero category, to analyze the aforementioned works, different categories of hero and their relation to social, cultural, historical and idelogical factors, from the time of publication of each work until its relation / innovation with the most contemporary production of these comics. The characteristics of both the authors and their works are also of fundamental importance for the development and better understanding of the research results. We'll understand how Lee and Gaiman reinvented and raised comic books to their literary heights through their heroes. From the results we find a relationship between the works of Lee; Kirby in 1961 and that of Gaiman; McKEAN in 1988, where the initial steps of the Marvel duo were fundamental to what we would see in Sandman later years, and a representation of the hero, more focused on a relationship with social, cultural and literary facts in both comics.
Pai contra mãe” e “father against mother” de Machado de Assis: uma análise comparativa da tradução
(2019-01-30) Cysneiros, Juliene Silva de Barros; Fernandes, Carlos Eduardo Albuquerque; http://lattes.cnpq.br/6342363393437620; http://lattes.cnpq.br/0299115943020878
This work aims to analyze the tale Pai contra mãe, by the writer Machado de Assis, comparing with the same tale translated into English, Father Against Mother, by Professor John Charles Chasteen. In the story, Machado shifts the focus from the psychological representation of the characters to the events surrounding them, thus exposing the relation between the landowner, free man and slave in a society in which slavery was still a trend. For this relationship to be maintained in the translation of the tale into English, it is necessary that it go beyond the linguistic question and also consider the culture that is impregnated in the original text. Therefore, to reach the defined objective and to observe whether or not the preservation of the meaning of the text in the translated language, the researches of Travaglia (2003), Arrojo (2003), Oustinoff (2011), among others scholars of Translation Theories it was used to support the analysis of the corpus. The analysis is made comparing the two versions of the tale, taking into account linguistic elements that evidence the maintenance of the meaning of the text in relation to others that alter it and allow another reading, maintaining or not the culture that is being represented with the source text.