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 comunicativa na leitura e compreensão de textos em inglês
(2019-12-13) Souza, Marcio Soares de; Lima, Cristiano Soares de; http://lattes.cnpq.br/6931282608444674; http://lattes.cnpq.br/0216791185608189
This research, based on theoretical principles of Applied Linguistics and the communicative approach, discusses the presence of different approaches and methodologies of English language teaching in regular schools, especially in EREM Dom João da Mata Amaral school, located in Garanhuns - Pernambuco, and the use of the communicative approach in reading and comprehension of texts, focusing on texts used in the National High School Exam (ENEM). In order to make this happen, a reading and textual comprehension project was carried out, during the 2017 school year with thirty-four (34) students from the third year “A” of the aforementioned high school in which reading and comprehension exercises were conducted through communicative approach principles with the purpose of making students comfortable enough to use the English language in different situations, but mainly in exams such as ENEM and other college admittance examinations. In addition, in order to place theory and practice into comparison, a research was conducted in the documents governing Brazilian education so as to understand how they seem to indicate that English language teaching should take place at regular schools and to compare the theory with the reality actually observed at these institutions, in order to be able to perceive the difficulties faced by English language teachers from such, which seemed to obstruct the use of other approaches which not the traditional one in class.
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.
A ambiguidade sob a ótica de estudos da linguagem
(2019-12-18) Souto, Wellington Hugo Lima Freitas; Santos, Eudes da Silva; http://lattes.cnpq.br/8701527300251171; http://lattes.cnpq.br/6362679313035338
The present undergraduate thesis aims to approach an ambiguity as a linguistic phenomenon present in the most diverse means of reading, but with little visibility in its studies, and thus it is adopted as a reinforcement to the knowledge of ambiguity using its historical support, its perception in the cognitive system and suggestions, with later examples of their presence in various texts of various genres, which confirm their frequency in our language practices. The research content was developed in its qualitative and bibliographic basis, having as theoretical reference scholars such as: Ferreira (2000), Miotto (2007), Kenedy (2013), Cançado (2012), among others national and international authors. The research results highlight a phenomenon of incredible significant magnification that requires care in its use for some (like any figure of speech), but must also be considered as a particularity for others, such as more efficient advertising or more poetic lush. Thus, the study highlights an important linguistic phenomenon.
O amor romântico como manisfesto da cultura patriarcal na obra Dores do Amor Romântico de Fernanda Young
(2019-07-19) Lima, Larissa Paula Lemos de; Fernandes, Carlos Eduardo Albuquerque; http://lattes.cnpq.br/6342363393437620; http://lattes.cnpq.br/3824732644066687
The main objective of this dissertation is to understand, by analyzing poems, how intimate relationships were codified from patriarchalism. Starting from Silva (2010) suggestions about literature's representation of female subjects, we analyze five poems of the book Dores do Amor Romântico (2005), by the contemporanean writer Fernanda Young, trying to understand the paradoxical relation that the female self-lyrical constructs with the man within the logic of belonging to the Father’s Order. These five poems were analyzed with the theorizations about the construction of romantic love’s myth, the identification and feminine resistance to the old values that are still valid in postmodern society, focusing in the possible tensions between the ideals of romanticized love disseminated by the novels and the new social configurations resulting from the resizing of the asymmetrical gender’s relationship. It is understood that these poems are suggesting, through the poetic voice, an aggression to the traditional phallocentric Order through a parody language. However, this lyrical self finds limits in the transgression of patriarchal structures, since it regards one of the ―villains‖ of the end of the century woman, the physical-psychological dependence of man, and when it escapes the norm is faced with solitude. Thus, even with the emancipation provided by the feminist political struggle, the women materialized in the poetic’s selflyrical of Fernanda Young assume ambivalent behavior in the affective-sexual relations because the masculinist principles conflict with the subversion to the Order.
Análise das orientações do currículo de Pernambuco para o trabalho com a variação linguística
(2019-12-13) Cavalcanti, Paloma Agrelis; Lima, Emanuelle Camila Moraes de Melo Albuquerque; Santos, Eudes da Silva; http://lattes.cnpq.br/8701527300251171; http://lattes.cnpq.br/0470905904340465; http://lattes.cnpq.br/9098086086244833
The present work will analyze the work with a linguistic variety in the Pernambuco Curriculum, a document created in 2019 and which serves as a guide to the pedagogical work in the Elementary and Secondary Education. The work analyzed only the final years of elementary school (6th to 9th grade), observing the linguistic variation in the skills that the document proposes in its Curricular Organizer. To accomplish this research, we used as a theoretical and methodological framework the Variationist Sociolinguistics, which had as precursor Willian Labov (2008) and Educational Sociolinguistics, with the authors Bortoni-Ricardo (2005) and Sgarbi & Roncália (2011). In the analysis of the document we noticed some of the skills within the four proposed axes - Reading axis (twelve skills), Textual Production (four skills), Orality (four skills) and Linguistic / Semiotic Analysis (four skills). These axes observe the linguistic varieties, considering the whole apparatus that the student already brings with him, the communicative context of the activities and texts worked in the classroom, and the work to enlarge the repertoire of this student, considering all the variations of the Portuguese as authentic and legitimate.
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.
Análise do tratamento dado à gramática em um livro didático de 3° ano do ensino médio
(2019-07-26) Soares, Maria Fernanda; Santos, Eudes da Silva; http://lattes.cnpq.br/8701527300251171
This research aimed to analyze how the teaching of grammar is presented with in a third-year high school book, identifying what type of grammar is brought in the textbook, since the last year of high school is understood as decisive in the life of Students. The analysis was performed through a mapping of the support, and three activities offered in textbook were chosen to be observed as the teaching of grammar is willing, respectively of the first and second unit, because the third and fourth do not present Grammar, but linguistic analysis Mendonça (2006). The notions of grammar presented in this research that gave basis for the analyses were from Travaglia (2009). The discussions about the teaching of grammar at school were based on the texts of Possenti (2012), Vieira (2013, 2018) and Brazil (1998). The methodology used was a qualitative analysis Cordoba & Silveira (2009) and Flick (2009), also of documentary Nature Lüdke and André (2012). Finally, data analysis can be understood that the normative grammar is the most used in the classroom, and it is interesting to note that the use of textual genres as a base for their teaching makes them easy to understand in the teaching Learning process.
Análise do tratamento dado à variação linguística em um livro didático de língua portuguesa
(2019-07-30) Lopes, Fernando José Valença; Santos, Eudes da Silva; http://lattes.cnpq.br/8701527300251171; http://lattes.cnpq.br/2655392880923714
The language we speak does not have a single form. It is heterogeneous and full of variations. Suffice to just observe how we use language in order to realize that one person does not speak the same way as another. This variation is justified by the linguistic and extralinguistic factors that influence the form of communication of each speaker. The main objective of this paper is to analyze the treatment given to linguistic variation in the Portuguese language textbook. The research is characterized as one of qualitative, bibliographic and documentary nature, being justified by having the textbook as the basis of data collection. More specifically, we will approach the sociolinguistic studies, observing the forms of language variation and applying the content in the analysis of the material. To highlight, we have based our research on the following authors: Labov (2008), Tarallo (1986), ILARI and BASSO (2006), González (2015), among others, to deal with questions related to linguistic variation and the textbook, besides other correlated themes. The analysis of the textbook revealed the linguistic variation present in the analyzed chapter in such a way as to describe the forms of variation, but still limiting itself to how variation should actually be presented. Therefore, we must recognize that it is already an advance to have the presence of this theme, explained in the didactic material. Thus, it becomes pertinent to enhance the fact that language should not be treated as a homogeneous phenomenon, and that teachers should assume a heterogeneous posture, in relation to the way they deal with linguistic variations, in their teaching process.
A aprendizagem de inglês como língua estrangeira a partir do uso das quatro habilidades básicas comunicativas em salas de aula de escolas da rede pública de São Bento do Una
(2019-07-19) Melo, Karla Karolynne Souza de; Lima, Cristiano Soares de; http://lattes.cnpq.br/6931282608444674; http://lattes.cnpq.br/5342845037433005
The present monograph aims at observing, analyzing and discussing the teaching approaches, methods and techniques used in English classes in two state schools in the city of São Bento do Una – PE, where the two respective internships for the English Internship subjects of our undergraduation course had been carried out. Based on Applied Linguistics, this research presents and discusses the possible presence and use of the four basic learning abilities in foreign language according to Silveira (1999), focusing, however, on speaking and listening as the ones that should be more emphasized in regular school teaching classes lest the students regard language teaching as something exclusively grammatical. In order to get to such point, it deems necessary to address the matter of the four existing language teaching approaches available today: the traditional approach; the structural approach; the cognitive approach and the communicative approach, understanding the role of each language ability in each approach and the role of each of these approaches in cass. Furthermore, a relation between the Brazilian PCN (National Curricular Parameters) and the kind of school teaching nowadays is established. In order to corroborate the hypothesis, authors such as Brown (1994), Schmitz (2007) and Silveira (1999) are brought. This work questions and inquires about the seeminglly lack of orality in several language classrooms and seeks to understand the reasons behind such fact. As such, a qualitative kind of research was chosen for the development of this work, having considered our corpus and the nature of the discussions to be conducted, which could be classified as case-study, once its non-exclusive relation to theoretical information, but also with field observtions and experiential comparisons and contrasts. What was found in the internship was the predominant use of the traditional approach with exercises involving only the grammar of EL.
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.
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.
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 construção do ethos de violência no instagram: uma análise de selfies da hashtag #profchato
(2019-02-05) Silva, Mônica Thais Cordeiro da; Silva, Morgana Soares da; http://lattes.cnpq.br/3406043341655042; http://lattes.cnpq.br/6351384956234119
The studies about the ethos (MANGUENEUAU, 2016, 2013, 2010) and about the phenomenon of cyber violence against teachers (CHARLOT, 2002 HARTMANN, 2005; ZUIN, 2012) helped us to understand how the phenomenon of the ethos of violence propagates itself through a process, of incorporation of discourse, which the interlocutor identifies himself with the values invested in the speech of the enunciator. From the new discursive practices of the subjects on the web, more specifically on Instagram, we question: How is the ethos of violence against teachers characterized by student subjects in selfies found in the aggressive hashtag #profchato on Instagram? To answer this question, we have as the main objective of this monography to analyze discursively the ethos of violence in selfies of students shared in the aggressive hashtag#profchato. The specific objectives that this research develops are the following: a) to discuss about the idiosyncrasies of the Instagram, focusing on the functioning of selfie as a subsidy for the constitution of the ethos of violence against teachers; b) to investigate the aggressive hashtag#profchato and its articulating power in the formation of the violent ethos; c) to reflect about the ethé on Instagram and theiri movements of convergence or divergence with the ethos of violence against teacher.. Methodologically, we developed a qualitative research (BAUER and GASKEL, 2002) and virtual ethnography (PEREIRA, 2012), based on the inductive method (FLICK, 2013). In the analysis of the digital text genres (ARAÚJO & LEFFA, 2016; ARAUJO & BIASIRODRIGUES, 2005; MARCUSCHI, 2008, (ZUIN, 2010), and violent discourse (HARTMANN, 2005). We highlight as main results of this work of monograph, 5 categories of ethos present in selfies in the discursive community #profchato: a) ethos of debauchery; b) ethos of beauty; c) ethos of happiness; d) ethos of lack and e) ethos of tiredness / boredom. In addition to these categorizations, we highlight the process of convergence / divergence of these ethé with the ethos of violence present in the hashta g#profchato. These findings have signaled that the camouflage of the ethos of violence has intensified through the ethé popular on the Instagram.
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.
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.
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
Desenvolvimento humano integral: contribuições da psicomotricidade
(2019-07-26) Pinto, Tainá Gomes; Araújo, Luiza Cristina Pereira de; http://lattes.cnpq.br/0135396145333123; http://lattes.cnpq.br/4091658484116375
Theories about human development and psychomotricity present us with a way of understanding the subject as a global being. Realizing the scarcity of the discussion on this subject in letters, as well as our experiences in the classroom in undergraduate and the need to better understand human development, we come to the problematic, namely, to what extent the psychomotricity stimulates the development integral part of the person contributed to educational processes in general. In order to respond to this initial concern, this study aimed to understand integral human development through the contributions of psychomotricity, briefly reflecting on its relation with the educational field. The theoretical basis of this study was given mainly by perspectives about human development and a selection of studies on psychomotricity in the field of education. The study consisted of a qualitative, bibliographical research, of an exploratory character, through which it was possible to obtain a basic knowledge about the subject. The results point to an understanding of the importance of psychomotricity as a theory and method of approach to integral human development and education. We thus see how this knowledge can contribute to the pedagogical practice of the educator.
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/6584540291076388
The 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.
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.
O divino erótico poesia mística e erotismo - um olhar sobre o desejo em obras escolhidas das religiões de matriz Abraâmicas
(2019-12-20) Mouret, Elias Gomes da Silva; Moura, Rogério Cavalcante de; http://lattes.cnpq.br/4743568827352741
This research intends to take a scientific look at the desire in chosen works of the mystical-erotic of Abrahamic tradition, having as Corpus the Song of Songs and two poems by Jalaluddin Rumi and Santa Teresa de Ávila. It is configured as a dissident look at mystical-erotic poetry, with the purpose of proposing another logos of desire and a questioning of the allegorical interpretations offered by traditional hermeneutics for these works. To achieve these objectives, the research was qualitative. The theoretical path is based on Roland Barthes' approach to the Neutral and some figures that this author chose as scintillations of the Neutral. The results point to a neutralization of the separation between the physical and tangible body and the diaphanous and intangible soul in the elements of the text. They also point out to reveal that traditional hermeneutics reduce, in the desire to control the body and sexuality, the aesthetic and poetic richness of these cultural and literary productions. In this way, research becomes also a starting point for a plural look at mystical-erotic poetry, a first contact with Sufi poetry and an invitation to open up to the diversity of loving and devotional voices in a perspective of dialogue and enchantment.