DSpace Communidade:http://repositorio.ufc.br/handle/riufc/238352024-03-28T12:02:32Z2024-03-28T12:02:32ZProposta metodológica para o ensino dialógico de leitura sob o amparo indisciplinar e decolonial da Linguística AplicadaAndrade, Francisco Rogiellyson da Silvahttp://repositorio.ufc.br/handle/riufc/765552024-03-14T15:21:39Z2024-01-01T00:00:00ZTítulo: Proposta metodológica para o ensino dialógico de leitura sob o amparo indisciplinar e decolonial da Linguística Aplicada
Autor(es): Andrade, Francisco Rogiellyson da Silva
Abstract: The aim of this thesis is to propose methodological directions for teaching reading based on the philosophical postulates of Dialogical Discourse Theory from the indisciplinary and decolonial perspective of Applied Linguistics. To do this, we list the following specific objectives: a) to demonstrate the relevance of discourse genre analysis in the process of reading interpretation; b) to highlight how the clash of chronotopic relations influences the comprehension of multi-semiotic utterances; c) to analyze, in classroom interactions, the students' evaluative assessments made in their replies; and d) to understand how the activities interfere in the development/refinement of reading skills for responsive-active comprehension of utterances. In order to achieve these objectives, we chose Bakhtin's Dialogical Discourse Theory as our
theoretical-philosophical framework, mainly based on the following concepts: chronotope, understood as the spatio-temporal coercions that effect discursive creation and delineate the visions of man and the world enunciated; concrete enunciation, perceived as a link in the interactive chain and as revealing the subject's axiology; discursive genre, seen as the ways in which statements are organized and, consequently, which (re)reveal a unique way of semiotizing the world; and responsive-active comprehension, seen as the basis for triggering
the subjects' condition of multiliteracies. We also considered a socio-interactional perspective of the act of reading, in line with proposals that center the development of reading skills in pedagogical practices, the active role of the reader in interpretation and the pillars of decolonial, translingual multiliteracy. Methodologically, we used the assumptions of action research, so the feedback between data generation and intervention in reality is a fundamental clause for research that seeks to problematize practices in which language becomes the central problem, with a view to social and ideological change, in line with the trans- and indisciplinary bias of Applied Linguistics. The corpus of analysis was generated based on interactions in basic
education classes in Youth and Adult Education, sixth years of primary school and first years of secondary school. At the end of the study, methodological guidelines are presented for a dialogical pedagogical approach to reading, which, in short, focus on: the demands of the group of students; dialogue between peers; otherness and exotopy; and the process of consumption,
production and circulation of utterances. We defend the thesis that a dialogical approach to teaching reading empowers the reader, because it makes them analyze interaction in all its nuances, which make interlocution an event in the ideological clash of discourses. Therefore, we believe that Bakhtinian presuppositions, when dimensioned in reading pedagogy, enhance the production of teaching methodologies capable of providing the reader (always) in training with the perception of their responsive-active position in interaction via reading, altering their discursive capacity to engage in the different multiliteracies practices that organize their enunciative needs.
Tipo: Tese2024-01-01T00:00:00ZGlossário bilíngue online na área de tecnologia da informaçãoHolanda, Fabiola Silveira Jorgehttp://repositorio.ufc.br/handle/riufc/762672024-02-26T15:08:56Z2023-01-01T00:00:00ZTítulo: Glossário bilíngue online na área de tecnologia da informação
Autor(es): Holanda, Fabiola Silveira Jorge
Abstract: The main objective of this study is to list specialized expressions and terms in English, and their equivalents in Portuguese, used in the area of information technology (IT). To adequately fulfill this aim, we consider knowledge regarding the linguistic-grammatical patterns manifested in authentic texts and in the real use of the language explained by Corpus Linguistics (Berber Sardinha, 2000, 2004; Sinclair, 1991; Tognini-Bonelli, 2001). In conjunction with this methodological basis, we evoke the constituent principles of the Communicative Theory of Terminology proposed by Cabré (1999), in order to compare, in a consistent way, the particularities of Terminology. In fact, our interest in offering an understanding that is not Only advanced, but also articulated about the assumptions of terminological epistemology is such that we will propose, based on the resources of the Theory of Multimodality developed by Kress and Van Leewen (2006; 2011), the development of a bilingual, multimodal electronic glossary that is attractive to the user. Classified as qualitative, the study is exploratory-descriptive in nature and it was conducted at three different moments: (1) application of questionnaires to students from different courses in the IT area on the campuses of the Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE ) and to the members of the Apple Developer Academy project, at IFCE – Campus Fortaleza; (2) carrying out extensive research in the chosen English-language corpus, Sage Journal, in order to identify specialized terms and expressions; (3) use of the WordSmith Tools 8.0 program (Scott, 2021) and its Concord and Wordlist tools to analyze the frequency and keyness of terms, in addition to the concordancers that accompany them. This resulted in the English-Portuguese bilingual electronic glossary, designed in the form of an application, capable of being used on multiplatform systems, with paradigms that will benefit consultants, mainly in terms of communicative written competence in English, in addition to having elaborate illustrative images, exclusively to provide a better understanding of the terms.
Tipo: Tese2023-01-01T00:00:00ZEstruturas oracionais à luz da linguística sistêmico-funcional: um estudo descritivo das epístolas paulinas por meio do sistema de avaliatividadeSampaio, Mariana Freirehttp://repositorio.ufc.br/handle/riufc/761772024-02-19T13:30:16Z2023-01-01T00:00:00ZTítulo: Estruturas oracionais à luz da linguística sistêmico-funcional: um estudo descritivo das epístolas paulinas por meio do sistema de avaliatividade
Autor(es): Sampaio, Mariana Freire
Tipo: Dissertação2023-01-01T00:00:00ZConstruções com "ficar" em português e suas correspondentes em italianoAlmeida, Andressa Spinosahttp://repositorio.ufc.br/handle/riufc/760592024-02-02T13:54:44Z2024-01-01T00:00:00ZTítulo: Construções com "ficar" em português e suas correspondentes em italiano
Autor(es): Almeida, Andressa Spinosa
Abstract: Based on a cognitive-functional approach, the central aim of this work is to study Italian constructions corresponding to constructions with ficar, in particular, the construction [ficar + infinite verb form] in Portuguese, comparing the semantic-discursive functions of these constructions taken from short stories by the writer Clarice Lispector. To this end, it will analyse formal, semantic and pragmatic categories in Clarice's short stories in Portuguese and their respective Italian translations, such as: the constructional pattern, the nature of the auxiliary in Italian; the tense and verbal mode of the auxiliary; the animacy of the SN subject, as well as its informational status and semantic role; the aspectual notion, the degree of transitivity and the discursive relevance of the construction. Analysing 108 constructions with ficar in parallel with the Italian translations led to the following results: (a) the most common constructional pattern in both languages is [verb + adjective], with only 32 constructions in which the verb ficar appears in an infinite form; (b) the verb ficar is translated in Italian predominantly by rimanere, which, like ficar, takes on both a permissive and incoative value; (c) the indicative mood and the remote past tense, equivalent to the preterite perfect in Portuguese, were more frequent; (d) there is a predominance of constructions with an animate subject, in the role of patient and given informational status; (e) there is a predominance of dynamic, uncontrolled and telic states of affairs; (f) the constructions were similarly divided between the permissive and incoative aspects, with some cases of simultaneous expression of both aspects, and showed a degree of medial transitivity, assuming the discursive prominence of Figure and Background, also in a balanced way. The use of different ways of translating the verb ficar in Portuguese in periphrastic constructions [ficar + Vdo/Vndo,/ a + Vinf] seems to be primarily due to the aspectual value of the construction and the type of change encoded, whether of physical or mental state, or of property. These results, although limited by the small sample size, may shed light on the functioning of the verb ficar in Portuguese, in parallel with its Italian counterparts, contributing to the description of the two languages and to the teaching of Italian as an L2, especially to Portuguese speakers.
Tipo: Dissertação2024-01-01T00:00:00Z