TCC - Licenciatura em Letras (UAST)
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Item A pronúncia do R retroflexo do inglês por alunos de uma escola de idiomas em Serra Talhada-PE(2018) Pereira, Alana Santos; Santos, Renata Lívia de Araújo; http://lattes.cnpq.br/7009377945244623; http://lattes.cnpq.br/0849895202690132his research aims to analyze the pronunciationofEnglish Language retroflex in the speech of students of a language school located in Serra Talhada-PE.For that, we use as theoretical and methodological support the assumptions of Variationist Sociolinguistics, which seeks to explain the language in use, as well as its relation with society, in order to analyze the social factors that act on the phenomenon, in the studied community of speech.In the same way, we turn to Phonetics and Phonology, in a Structuralist perspective, with the intention of describing the studied phone, as well as the linguistic factors that can act on it.Assuming that there is variation in the speech of individuals belonging to the same linguistic community, and that this variation extends to the process of learning a foreign language, we select some factors, linguistic and extralinguistic, raising hypotheses that such factors may cause a variation in pronunciationof the retroflex, namely: theposition of the phone in the word, the level of proficiency of the learner and the level of monitoring in the reading of the material used in the data collection.Thus, we recorded the speech of 10 informants enrolled in the selected school language for the research –being 5 of the basic level II and 5 of the advanced level –and proposed the reading of the following material for the collection of data that composed the present study: listof words, list of images and a text containing words that presented the retroflex, in order to ascertain our initial hypothesis that the advanced level would present greater proficiency than the basic level in the pronunciation of the phone.Finally, we performed the corpus analysis, concluding that there is variation inthe English Language learners' speech, confirming that students at the advanced level demonstrate greater proficiency in the retroflex articulation than the students at the basic level, and proving that there are both linguistic factors and factorsextralinguistics favoringvariation, such as the replacement of the retroflex/I/by the tepe by the aspirate/r/, in addition to the erasure of the phone.Item Uma análise dos níveis de ocorrência da transferência linguística na fala de estudantes de espanhol do Programa Ganhe o Mundo no interior de Pernambuco(2018) Sousa, Antonio Leandro de Melo; Dugnani, Bruna Lopes Fernandes; http://lattes.cnpq.br/6132618542893464This paper proposes to collect cases of the process of linguistic transfer and to verify in what levels they occur when students are evaluated through oral test during the learning of an additional language, the Spanish language.For theoretical basis, the assumptions of authors such as Bechara (2009), Brandão (2003), Brown (2000), González (1994), Ortíz Alvarez (2002) and Silva (2004).Methodologically, an oral test was recorded. The research environment, the Spanish course of the Program Win the World of a school in the interior of Pernambuco, was chosen considering that in this course the objective is to prepare students for an exchange, which makes the need to develop something crucial. The oral test was applied to 6 different students, each test with an average duration of 10 minutes, all carried out on the same day. After the recording, a transcription of the audios was carried out in an ethnographic proposal to observe the processes of transference in the corpus of inadequacies found in the students' speeches. The main criterion for selection of this corpus was the spontaneity of speech discarding speech data considered to be non-spontaneous; finally, a phonetic transcription was performed, only from the first part of the oral test and only from the students' answers, in order to obtain data at phonetic-phonological level.From this analysis, transference occurred at morphosyntactic, lexical-semantic andphonetic-phonological level.All students presented transfer cases in their speech. There was a transferof tenses with similar structure, similar words and sounds that are similar in Portuguese and Spanish.Item Variação fonológica em libras: uma análise comparativa entre sinais regionais de Pernambuco e Cear(2018) Bomfim, Gessica Maria da Silva; Santos, Renata Lívia de Araújo; Araújo, Aline Cássia Silva; http://lattes.cnpq.br/8745882722493795; http://lattes.cnpq.br/7009377945244623; http://lattes.cnpq.br/2464061790022526Linguistic variation is a natural language phenomenon. These variations range from the field of morphology, syntax, lexicon to the phonetic/phonological level, which is the focus of this work. Linguistic variation also exists because languages tend to be conditioned by linguistic and extralinguistic factors that end up greatly influencing speech, which is heterogeneous in nature. As the variation is inherent in all languages, it could not be different in BSL, even if it is a visuospatial language. This, in its turn, has its own structure, independent of the Portuguese Language. In this context, the following research deals with the phonological variation in BSL with a focus on regionalism. The objective is to make a comparative analysis between signals performed in the states of Pernambuco and Ceará. For that, 15 signs were collected and analyzed from Dicionário da Língua de Sinais do Brasil -A Libras em suas Mãos(CAPOVILLA et al., 2017). The analysis was performed on the basis of the Parameters (STOKE, 1960) Handshape (CM), Location (AP) and Movement (M), which is within the phonetic/phonological field of BSL, as well as in the theoretical considerations of Gesser (2009) and Quadros (2004), in addition to the theoretical assumptions of Variationist Sociolinguistics (LABOV, 2008 [1972]). The method used in this research was a bibliographical survey. Due to time and space, it was not possible to work with the language in its use, however, we judgedour work valid, since the objective of presenting the variation in BSL was reached, since it was possible to perceive in the results the variation in some of the observed parameters.Item O processo de tradução para dublagem: um estudo sobre Harry Potter e a pedra filosofal(2018) Silva, Tamires Ferreira dos Santos; Cavalcanti, Larissa de Pinho; http://lattes.cnpq.br/7660087236639667; http://lattes.cnpq.br/7636558218839687Does the audiovisual production we see in our native language produces the same intentions as the original version? It is from this questioning that this research will be developed: a study of translation for dubbing based on the movie Harry Potter and the Philosopher’s Stone. Aiming to investigate the mechanism used in the translation of Harry Potter and the Philosopher’s Stone, specifically, this paper analyzes the main changes from original to target language in the translation for dubbing, considering the lines from the movie in their relation to the audiovisual of scenes and whether changes of lexical-syntactical as well as semantic nature would produce different effects of meaning for the viewer. This study focuses on the various theories that revolve around the theme: translation as a process, equivalence, domestication, foreignization, transdaptation and adaptation and investigates them in speech data – from the original English and the dubbed Portuguese lines – from the movie. It was necessary to watch the movie in its two versions (original version with audio in English) and the dubbed (with audio in Portuguese) using the product released by Warner Brothers for domestic consumption on DVD. After the selection of 41 translation examples for he dubbing, due to space and the time of analysis, we restrict corpus to 12 examples, which focus on more than one dimension of translation strategies. The development of the research put it beyond the studies of translation, because in addition to translating, dubbing requires the translation to fit the movement of the character’ lips, the length of each line and the text volume. As for the textual findings, lexical and syntactical changes according to register, culture and the use of Portuguese by the target audience, which showed very little preference for translations closer to the original language. Be it to feed the curiosity of people interested in the subject, or to highlight the study of translation and translation for dubbing, this work can help clarifying issues concerning the translation process for dubbing.Item Didatização de conhecimentos linguísticos em livro didático de ensino médio(2018) Santos, Tâmara Taís Rodrigues dos; Silva, Noadia Iris da; http://lattes.cnpq.br/3145353361385921The Portuguese language textbook assumes a prominent presence in the classroom and is often used as the only material to develop the contents and activities. Considering its importance for teachers and students, this research proposes to examine the activities proposed in terms of reflection and analysis on the language proposed by the textbook adopted in a high school. Specifically, we investigate the relevance of such activities in relation to traditional grammar teaching or to the perspective of Linguistic Analysis Practice. In order to carry out our study, we are theoretically based on specific documents and authors, like PCNEM (BRASIL 2006), Mendonça (2006), PNLD/2018, Bezerra e Reinaldo (2013) that point to "appropriate teaching" forms of the language in use, according to these sources, and from there to verify the offer of contents and activities present in textbooks. Methodologically, we opted for a qualitative approach that deals with the interpretations of social realities, from texts and interviews as analysis data. We verified, among the results, questions that reinforce the existence of the traditional form of teaching in the textbooks being purely grammatical and without any reflective / expressive purpose confirming the statement of the PCNEM (BRASIL, 2006) that characterize the teaching of Portuguese Language in High School as "an expression classroom in which students can not express themselves".Item A pronúncia das vogais médias pretônicas em Serra Talhada – Pernambuco(2018) Souza, Ivonete de; Sedrins, Adeilson Pinheiro; http://lattes.cnpq.br/7619692078072334The present work entitled The pronunciation of the pre-vowel middle vowels in Serra Talhada-Pernambuco, arose due to the lack of studies concerning this subject in the city of Serra Talhada. In this way, it intends to characterize the Serra-talhadense dialect within the Brazilian linguistic scenario. The main objective of this work is to record the linguistic variation of the region with emphasis on the vowels performed in the pretextual position, / e/ and / o /, from the perspective of the Theory of Variation, based on the speech of 12 informants (six females and six males) varying the age group between 15 and 25 years, residents and natural of the municipality of Serra Talhada, Pernambuco. The corpus used in the study comprised 20 words that presented the context of the research (words with previous and posterior average vowels in a pre-position). From these words, 240 occurrences of the variants [ɛ,e, i, ͻ,o] were verified. The results obtained showed that the medium-low vowels [ɛ,ͻ] are the most active, in the Serra-talhadense community.Item Do guerreiro dos sertões ao bandido sanguinário: uma análise dos processos referenciais em narrativas de sertanejos da região do Pajeú(2018) Santos, Magna Batista dos; Ranieri, Thaís Ludmila da Silva; http://lattes.cnpq.br/9800015399149501; http://lattes.cnpq.br/2706954741945490This paper has the objective to make an analyze of the referential processes in narratives about the cangaço told by countryside people from the Pajeú Region. In relation to theoretical fundamentals, we adopt as approach about the brazilian cangaço the discussions of Conrado (1983), Cunha (1979), Dutra (2011), Gomes (2008), Hobsbawm (1978) e Maciel (1988). Concerning the discussion about referenciation, we choose Andrade (2008), Brait e Souza-e-Silva (2012), Cavalcante (2005), Dubois (2003), Koch (2004) Mondada (2005), Marcuschi (2007/20012) e Lima (2008). This research was constructed from recordings, in which it was possible to identify a reconstruction of discursive memories of the king of the cangaço, as Lampião is called by many people. The corpus of this work was built of 7 interviews with the oldest inhabitants of the localities of Caititu, Mariri and Carro Quebrado, in the semiarid region ofPernambuco. Finally, we realize that the Lampião referent is constructed and reconstructed from referential processes present in countryside people narratives of the Pajeú region, and that in them it is possible to identify a subject patronized by the inhabitants of the highlightedlocalities.Item Elementos de contextualização em livros didáticos: norteadores do processo de compreensão textual(2018) Silva, Pollyana Gomes da; Guimarães, Lílian Noemia Torres de Melo; http://lattes.cnpq.br/7778975209654541The present work aims to make an analysis of the contextualization elements that textbooks of Elementary School II launch to guide the process of textual compression. With regard to the theoretical basis, on the use of the didactic book in Portuguese language teaching, we adopted as an approach the discussions of Silva (1996, 2006), Soares (2002) Lajolo (1996), as well as the official documents (BRASIL, 1997 ). As for the discussion about reading and textual comprehension, we adopted Malfacini (2015), Freire (1978), Leffa (1996), Cunha (2010), Barbosa (2008), Koch / 71) and Brazil (1996, 1997). The general corpus of the work consists of a collection of Portuguese Language of Elementary Education II, approved by the PNLD 2014. As for the specific corpus, we took up the opening sections of the 2nd thematic unit of each of the books of the four grades. For the categories of analysis, we focus our attention on the subsections "Talk to the class", "What we do in this unit" and "Let's think". As a result, we perceive that they function as contextual elements that the textbooks launch in order to guide student-readers in the process of understanding about the themes that are still going to be explored by the chapters of the books.Item A literatura no ensino fundamental II: uma proposta para a formação do leitor(2018) Barbosa, Geneilda de Sousa; Almeida, Maria do Socorro Pereira de; http://lattes.cnpq.br/3185435491287172It is known that reading a very important role in school education for children, adolescents and adults. Through the reading of literary texts one has access to the different contents taught in the school and information of the society in general, allowing us to have contact with the world in which we are inserted and to interpret it. In this sense, the present work intends to discuss how the teaching of literature can be worked in elementary education II, seeking theoretical subsidies that allows to develop strategies of teaching literature in the classroom, using the reading as a playful and auxiliary tool in the development of the student's reading. Methodologically we chose a bibliographical review, through the meeting of a vast theoretical framework, where we focus on basal studies of authors such as: Regina Zilberman, Nelly Coelho, Marisa Lajolo, among others. The critical-analytical character is also emphasized, given that the text contains some analyzes of literary texts, particularly in the last chapter in which we try to make an analytical reading of the book "The Yellow Bag", by Lygia Bojunga. The work is divided in three chapters, the first chapter addresses the issue of "literature and school", pointing out how the teaching of literature can be enhanced in the classroom and how it can be an ally for the formation of the critical and reflective subject. The second chapter addresses the importance of the literature for children and youth, since the students who are in fundamental II need a more targeted literature for their age group. In the third chapter we present an analysis of the book "The Yellow Bag", showing some reading possibilities for this work and observing through the symbolic elements the daily life of many children. It concludes with this work, therefore, the strong need for recognition by the school, teachers and society in general, read family and other members of society, to recognize the importance of literature for student training, not just as compulsory school activity, but as a transformative instrument. It is also worth noting the importance of the study of literary texts as a tool that allows to broaden the horizons of interpretation of the reader, broadening his vision of the world. Through the analysis of the book "The Yellow Bag", proposed in this work, one can see in practice how reading has the power to generate reflection, restlessness, lead the reader to the world of fantasy, but without losing the critical sense, leading -e to decipher codes implicit in the text that go well beyond what the written words are saying.Item “Maria eu observei nas palavras que mandastes dizer na carta que tu ainda duvidas do meu amor, mas você não tem razão de assim se expressar”: a variação dos pronomes pessoais Tu e Você em cartas de amor rurais do sertão pernambucano(2018) Lima, Tallys Júlio Souza; Ataíde, Cleber Alves de; http://lattes.cnpq.br/4301066659702331; http://lattes.cnpq.br/6686116967696807This work aims to present the results of research on the variation of the use of TU ~ VOCÊ in the syntactic position of subject in letters of love produced in the 50s and 70s by two nonillustrious couples from a rural community of the semiarid of the Pernambuco State. In order to analyze the alternation of the treatment forms, we consider the theoretical-methodological contribution of Historical and Variationist Sociolinguistics, aiming to verify the performance of the following factors: category of fulfillment of the filled and unfilled subject and the agreement paradigm between the syntactic elements Subject -Verb (SV). In the quantitative analysis, we were able to indicate: the productivity of the treatment form VOCÊ/TU (LOPES AND CAVALCANTE, 2011), used as a strategy of referring the second person of the discourse. We also identified the preference of executing the pronoun VOCÊ in a filled category, in the two decades observed, some peculiarities in the use of the traditional pronoun TU and the gradual increase of use of the innovative form (VOCÊ) over the years. Considering the agreement paradigm, we can see that, in the remaining documentation for the analyzed period, signs of the current subsystem of treatment used in the state of Pernambuco have been already present: TU/VOCÊ use with average agreement level (SCHERRE et al., 2009; 2015 and 2018).Item O corpo literário em fogo nas entranhas, de Pedro Almodóvar: um passeio entre o erotismo e a pornografia(2018) Soares, Michele Lopes; Silva, Jean Paul d'Antony Costa; http://lattes.cnpq.br/3561921480563342; http://lattes.cnpq.br/0111190795993733In this work, we are interested in investigating how eroticism and pornography in a work "Fire in the guts"of Spanish writer and filmmaker, Pedro Almodóvar. Lack of classical and contemporary eroticism, its various nuances, and, how, a pornography we knowtoday. We will also make an analysis of the interdicts and transgressions of the characters of the work in their stories.We can conclude that eroticism is the games involved in it, and realize how imagination and creativity play a key role in the erotic act. We show how eroticism and pornography influence and are influenced by society.Item Gênero textual gráficos nos LD de matemática: a busca por seu perfil(2018) Silva, Heloiza Siqueira Andrade da; Ranieri, Thaís Ludmila da Silva; http://lattes.cnpq.br/9800015399149501In this work, we are interested in investigating the way the graphic textual genre is presented in the textbooks of Mathematics (in a specific collection). Through this research, the focus is to understand whether the teaching genre is based on a vision inthatit is the vehicle of communication, or whether it is worked as a content of statistical bases. Knowing that the school is one of the spaces where many textual genres are known, we seek to analyze whether the graphs in the LD's of Mathematics, its teaching fits in the standards placed previously, following the studies of Sousa (2013), or if there is the presentation of it in other standards. Through the view of Marcuschi (2003) and other authors, in thatall textual genres are communicative supports, thatconstitute communicative actions, in use of the speakers to act in the world and on it, we use a methodology, which sought to understand the how the teaching of graphics is constituted, starting from analyzes in all the books of the collection, in search of a possible conclusion about our objective. Based on qualitative analyzes, we analyzed each example of the graphics contained in the "Araribá Matemática Project -2014" collection, which were delivered by PNLD for use in 2017, 2018 and 2019. Accordingto the National Plan of the Didactic Book, the collection presents interaction among the students, butithas a very great information content, making difficult in some aspects the learning of concepts brought. The need to understand how students study and use the chart in schools is important. It is a very representative genre in society and for this reason its form and function must be known and recognized by all who use it or not, to communicate. Considering the difficulty of finding studies on the graphs, only Sousa (2013), our research has been able to perceive that the representativeness of the genre in focus, is strongly based on the opposite patterns of the function that every textual genre plays in society.Item A variação no uso das preposições A, EM e PARA com verbos do tipo IR e CHEGAR: um estudo de dados de fala do sertão pernambucano(2018) Gonçalo, Maria Janete Silva; Brito, Dorothy Bezerra Silva de; http://lattes.cnpq.br/1796648943044087; http://lattes.cnpq.br/0084515999402541The present work has the main objective to investigate the use of prepositions in and out of IR-type movement verbs and to arrive in the language spoken in the pernambucan hinterland, in order to provide a descriptive-explanatory framework on the use and variation of these items in the analyzed communities, under the theoretical-methodological perspective of Theory of Linguistic Variation (LABOV, 1972) and the generalized theory of thematic roles. We analyze, therefore, contexts of variation between the prepositions a, in and for, in order to verify how the dynamics of the variation occurs and what factors could favor the use of one preposition to the detriment of another. For that, a corpus was analyzed with speech data from informants from the cities of Afogados da Ingazeira, Triunfo and Serra Talhada, all located in the hinterlands of Pernambuco. This paper presents a description of a panorama in which it becomes perceptible how variable the use of the prepositions in question is. For this, a total of 136 occurrences of the prepositions were selected in contexts where the linguistic variation between these prepositions is possible. The analysis of the data was made considering the following dependent linguistic variables: nature of the subject (+ animated) and [-animated]; verbal type: GO and GET; (Locative and Meta) and the semantic features of SP that were classified as [+permanent] and [-permanent] and [+defined] and [-defined]; was also considered the variable extralinguistic schooling (fundamental, middle and higher level). Considering these factors (dependent and independent), the GOLDVARB-X computer program was used to quantitatively analyze data that point to the fact that the preposition is more recurrent in speech contexts, as well as (+defined) andMeta [-defined] are determinants for the process of linguistic variation between the prepositions A, EM and PARA in the hinterlands of Pernambuco. The analysis was developed based on theoretical assumptions and methodological addressed by Labov (1972), Cançado (2003), Cançado (2016) Tarallo (1986), Farias (2005), Ribeiro (1996) and Ramos (1989).Item Oralidade e ensino: um estudo da abordagem oral nas práticas de ensino de Língua portuguesa do 9º ano(2018) Madeiro, Jânia Antas; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327This work aims to analyze some questions about orality in the teaching of the Portuguese language in a School of Basic Education. In order to do this, we seek theoretical basis in the theoretical postulates of Marcuschi (2007), Marcuschi and Dionísio (2007), Fávero, Andrade and Aquino (2000), in the National Curriculum Parameters of Portuguese Language (1998), among other researchers that address and reflect questions related to the theme. We present the state of the art of research with the purpose of investigating what has been discussed about Orality and Teaching nowadays and we seek to know the difficulties presented in pedagogical practices and the teachers' perceptions about this teaching. For that, we carried out a qualitative research, characterized as a case study, in the 9th grade of the State School of Elementary Education Minister Alcides Vieira Carneiro in the city of Princesa Isabel-PB. As methodological procedures we used the triangulation of data, since we observed the pedagogical practice, the oral genres of the 9th grade Portuguese collection: Language of authors (CEREJA;MAGALHÃES, 2016) besides the questionnaire intended for teachers, to better understand the entire context of teaching of orality in this locality. And, finally, the analysis, by observing the practices performed in relation to the theoretical reference and other data collected: i) the results of the analysis on the formal oral textual genres of the collection used; ii) the teacher's conceptions about orality. Thus, the first results confirmed our hypothesis that the work with orality in schools is still considered irrelevant and we conclude that orality is still an extremely neglected axis in pedagogical practices, due to the valorization of writing.Item O processo de alfabetização na perspectiva de Emília Ferreiro, visando hipóteses coletadas na turma de 2º ano da Escola Professora Francisca Flor, em Santa Cruz da Baixa Verde-PE(2018) Lima, Juliana dos Santos; Berto, Jane Cristina Beltramini; http://lattes.cnpq.br/5158679260858327; http://lattes.cnpq.br/2633823504189806This study aims to understand the stages through which the child crosses to learn to read and write. In order to do so, a research was carried out on the process of constructing the children's writing hypotheses in the literacy phase in order to understand how the child conceives writing, based on research by Emília Ferreiro and other collaborators on the learning of children's writing . We will carry out in this research an analysis of the writing levels of the children of the 2nd year of Elementary School of the Municipal School Professor Francisca Flor located in the city of Santa Cruz of Baixa Verde, in order to detect how many students were in each alphabetical level and to analyze the performance of students in a text production based on studies by Ferreiro (1980). In the methodology, we made use of a research of collaborative character, having as instrument of data collection two activities, the first denominated by probing and another one of production of text about the local socialreality. The results of the first polling activity, according to the criteria chosen by the author, showed: 02 students (two) are at the pre-syllabic level; 04 (four) are at the syllabic level; 06 (six) are at the syllabic-alphabetic level; 09 (nine) are on the alphabetical level, totaling 21 participants. On the other hand, the textual production activity presented different results: of the 21 students who participated in the research, only 1 (one) was not able to perform the activity, while 9 (nine) students used writing hypotheses, without designating them as texts; 08 (eight) students produced texts classified as regular and 04 (four) students produced texts classified as satisfactory, according to the research parameters.Item Processos referenciais em conversas de um grupo de Whatsapp(2018) Silva, Aparecida Juliana da; Ranieri, Thaís Ludmila da Silva; http://lattes.cnpq.br/9800015399149501; http://lattes.cnpq.br/6760503859861442In this work, we propose to analysethe referential processes constructed in conversations of a WhatsApp group, in the interest of approaching the various theories, emerged in Textual Linguistics, to the everyday interactive manifestations of daily life, spontaneously produced by their speakers. With this, thinking of an amplified conception about what we defend by text, we look for the investigations in the WhatsApp app environment, whose place, through its several tools, has been highly conducive to the elaboration of communicative multimodes inside the same one conversation. We recognize that the communicative sophistication is not limited to written text (FÁVERO et al, 2000), nor even to a single textual modality (DIONÍSIO, 2007). In this way, we aim to analyse, with attention, the performatization of the referential elaborations (KOCH, 2004; KOCH; ELIAS, 2006) in our locus of analysis with a view to the unstable categorical perspective of the referenced discourse objects (MONDADA; DUBOIS, 2003). Together with these discussions, we relate,when possible, these assumptions to the new conceptions of text (CAVALCANTE, 2013; CAVALCANTE, CUSTÓDIO FILHO, 2010), revealing, since the first contact, the representativeness of cognitive processing together with the sharing of ideas negotiated in a specific speech community. We also observe the deic constructions from the use of emojis that refer to the location of referents in relation to the discursive space of the participants involved in the interaction (CAVALCANTE, 2000; CIULLA; MARTINS, 2017; OLIVEIRA; SILVA, 2017).We worked with a corpusthat was constituted of prints from conversations of the WhatsApp Família Pereiragroup,of which we are members, confirming, thus, the expressive relation of the sociocognitive processes of language, in the essence of referential constructions, besides proving the need to expand the notions about text.Item Um comparativo entre aulas de língua inglesa: abordagens audiolingual e comunicativa no ensino médio(2018) Leite, Gustavo Saulo Alves; Dugnani, Bruna Lopes Fernandes; http://lattes.cnpq.br/6132618542893464; http://lattes.cnpq.br/9461088696751451This work aims to demonstrate the disparities and similarities established between theory and practice of classes that happened in the audiolingual and communicative approach. The class based on the audiolingual theory was taught in the class “A” of the 1st year of high school, while the class based on the communicative theory was taught in the class “C” of the 1st year of high school, the both happened in a public school of Paraíba. To build this search we resort to Leffa (1988), Brown (2001), Uphoff (2008), Holden (2009), Larsen-Freeman e Anderson (2011), Oliveira (2014), Cunha (2016), Rodrigues (2016). Beyond we made some reflections that comes from the OCEM (The national curriculum guidelines to the secondary school), in order to present relevant considerations to the teaching foreign language. The lessons plans madein both of the approaches of this search serve as a guide to build of our methodology. Stillevaluations were done with some students of two classes, proposing that they exhibit considerations about the classes.Despite a free report, to give a way to the student, we formulated a motivating question: “Expose your opinions about the class. How it was your participation? If the class was attractive? What was the moment that you liked much? The class was motivating?” In our corpus that we got by the active opinion of the students, we can note that the relations between theory and practice of both approaches revealed aspects that made them, so different in theory, similar at the moment of the students evaluation.Item O espaço do visível e do invisível na obra “Ensaio sobre a cegueira”(2018) Barbosa, Jéssica Andrade Guabiraba; Cavalcante, Valquíria Maria de Moura; Pereira, Kleyton Ricardo Wanderley; http://lattes.cnpq.br/8902091363038170; http://lattes.cnpq.br/1979728174658046; http://lattes.cnpq.br/0952255686046703The main object of study of this work is to analyze the visible and invisible spaces as a fundamental piece of transformation of the characters within José Saramago's work on blindness (1995), since the characters change throughout the narrative. It is also intended to work the space category, as well as philosophical theories about space, in order to report the spaces that the narrative addresses. In this way we use from the reading of Luis Alberto Brandão in his work "The theory of literary space", where he presents the theories that were chosen for the study of the work. With "The poetics of the space -Gaston Bachelard" and "Microfisicalof the power" of Foucault.Item Reflexões ideológicas coloniais e pós-coloniais em contraponto com o feminismo(2018) Barbosa, Aldenira Lacerda da Silva; Silva, Jean Paul d'Antony Costa; http://lattes.cnpq.br/3561921480563342he present work has as a goal to show an historical review from colonialism around the conceptualof post in postcolonial/postmodern wanting to problematize the relevant aspects related to Feminism movement inside politic system, social modern, that yet brings rules and cultural brands merely patriarchal. This study searches understanding the historical cultural elements and cultural of identity formation. Stopping in review the group of themeslinkedto colonialism and postcolonialism period, demonstrating the destroyer space in colonized nation and their reformulation in modernity and globalization, eitherspecifying the way like the traumatie experiences from colonialism and postcolonialism reflected in African Literature Portuguese formation in the theoretical support we will dialogue with the following authors:Inocência Mata (2013), Rosane Vieira Pezzondipane (2013), Sofia Aboim (2008-2012), Homi Bhabha (1998), Foucault (2002-2012) Hall Stuart (2005) Lincoln Secco (2003).Item O estranhamento do humano mediante os seres híbridos(2018) Ferreira, Joana Antas; Silva, Jean Paul d'Antony Costa; http://lattes.cnpq.br/3561921480563342Thisworksearchedto do comments about humanistic character based on several authors perspectives, with works that presents post-human characteristics. We choose Never let me go (2016) and The machine (2013), the last, a cinematographic work directed by Caradog W. James, brought to Brazil with the name of Soldier of the future and the first, a literary work by the japanese author KazuoIshiguro. We search to analyse like the humanity is putted in check in both of works and like it reflects in atual society, as well as address in the personage characteristics present in the works in question, which are the similarities and differences presented in each one and like they talk to each other. As we Will also show the conflicts presented in the works that often seem with the real life. The main objective of this work isto show,the estrangement of the human being about the hybrid beings, and like each personage presents it selves in the respective histories. In front ofthis perspective, wedeveloped a explanatory research, based on bibliografic texts, what generate the following question: What makesa subject to be considered a humanbeing? There fore, the works Will be analysed with in the literary and cinematographic scope, based on theorical concepts o of authors, to quote: Martin (2005), Lima (2005), Paiva (2007), Tomaz Tadeu (2009), Maurice Blanchot (2013), René Descartes (2002), Marcel Martin (2005)and others.