Caderno de resumos sal

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  • 1. CADERNO DE RESUMOSExistencialMaterialexistiracontecer[ser criado]mudarteratributofazer, agirRelacionalteridentidade simbolizarCampus Darcy Ribeiro / UnB27 a 31 de outubro de 2014.dizercomportar-severpensarsentirFAZERMundo fsicoMuSnEdoN dTaI RconscinciaSERMundo das relaesabstratas1VerbalMental

2. 2III WORKSHOP DE SYSTEMICS ACROSS LANGUAGES SALContribuies da Lingustica Sistmico-Funcional para o ensino de lnguase anlise de discursoCOMISSO ORGANIZADORACoordenao GeralProfa. Dra. Edna Cristina Muniz da SilvaComisso Organizadora:Profa. Dra. Carmen Jena Machado CaetanoProfa. Dra. Francisca Cordlia Oliveira da SilvaDoutorando Alessandro Borges TatagibaDoutorando Alley Cndido JniorDoutoranda Ana Cludia Camargo CarvalhoMestranda ngela Silva da VeigaDoutoranda Carina Aparecida Lima de SouzaMestrando Emmanuel Henrique Souza RodriguesMestrando Hudson Nogueira SantosDoutoranda Maria Lilian de Medeiros YaredDoutorando Miguel ngelo MoreiraDoutoranda Regysane Botelho C. AlvesDoutoranda Rosana Muniz SoaresMestranda Sandra Rodrigues Sampaio CamploComit Cientfico:Profa. Dra. Carmen JenProfa. Dra. Edna Cristina Muniz da SilvaProfa. Dra. Francisca Cordlia Oliveira da SilvaProfa. Dra. Janana de Aquino FerrazProfa. Dra. Josnia VieiraProfa. Dra. Kelly Cristina de Almeida MoreiraProfa. Dra. Orlene SaboiaOs resumos publicados neste caderno so de inteira responsabilidade de seus autores. 3. 3MINICURSOS 4. 4MINICURSO 1APPRAISALGeoff ThompsonUniversity of LiverpoolIn this workshop, we will first review the model as set out especially in Martin & White(2005), focusing particularly on the systems of ATTITUDE and ENGAGEMENT. We willexplore modifications that have been proposed to the model of ATTITUDE (e. g Bednarek),in order to arrive at categorisation that we can then apply. The major part of the workshopwill be taken up by analyses of how APPRAISAL resources are deployed and exploited in arange of different genres. The main discussion will be based around texts in English, but youwill be encouraged to consider the implications and applications to texts in Portuguese. Theaim of the analyses is not only to identify patterns of appraisal in different texts, but to relatethese to broader socio-cultural context in which the texts function communicatively.THEMEGeoff ThompsonUniversity of LiverpoolIn a second workshop, we will focus on the notion of Theme and Rheme as set out byHalliday. Again, we will move from a review of the categories to analyses of thematicpatterns across texts, relating these to the broader socio-cultural context. We will raise theissue of how Theme may be identified in languages like Portuguese, which do not necessarilyhave an explicit Subject; and you will help me to compare thematic choice in pairs of sourceand translated texts (Portuguese and English).ReferencesHALLIDAY, M. A. K & MATTHIESSEN, Christian M. I. M. Construing experiencethrough meaning. London: Cassell, 1999.__________________________________________________. Hallidays introduction tofunctional grammar. 4 edio. London: Arnold, 2014.MARTIN, J. &WHITE, P. R. R. The language of evaluation: Appraisal in English.London: Palgrave, 2005.SIMON-VANDERBERGEN, Anne-Marie; TAVERNIERS, Miriam & RAVELLI, Louise.Grammatical metaphor: views from Systemic Functional Linguistics. Amsterdam andPhiladephia: John Benjamins, 2003. 5. 5MINICURSO 2LER E ESCREVER PARA APRENDER NAS DIFERENTES DISCIPLINAS: ENSINODE LEITURA E ESCRITA DE BASE GENOLGICACarlos A. M. Gouveia (ILTEC/FL ULisboa)carlos.gouveia@letras.ulisboa.ptO curso liga os objetivos curriculares de ensino com as competncias de que todos os alunosnecessitam para a aprendizagem independente, em cada etapa da sua educao escolar, econtempla trs nveis de apoio ao desenvolvimento das competncias de literacia dos alunos,que podem ser integrados em momentos variados de um programa de ensino. O primeira nvelde apoio prepara a turma para a leitura e compreenso de textos curriculares e depois usaessas leituras como modelos para atividades de escrita guiadas e independentes. Estasestratgias podem ser usadas como mtodo de ensino para qualquer unidade letiva. O segundonvel de apoio visa o aprofundamento da compreenso de textos escritos por parte dosestudantes de modo a que usem a informao e as escrituras lingusticas das leituras na suaprpria escrita. Estas estratgias pormenorizadas capacitam todos os alunos a ler os textoscurriculares mais difceis com total compreenso e a escrever com sucesso,independentemente do nvel de partida. O terceiro nvel fornece apoio intensivo para osalunos manipularem elementos lingusticos em frases selecionadas e praticarem a ortografia, acorrespondncia grafia-som e a escrita fluente. Estas estratgias intensivas podem ser usadasdiariamente desde os anos iniciais do ensino fundamental at os anos finais desse ciclo, ecomo apoio adicional quer no ensino fundamental quer no ensino mdio.Referncias BibliogrficasGOUVEIA, C. A. M. Escrita e Ensino: Para alm da gramtica, com a gramtica. DELTA, 25(nmero especial), pp. 716-720, 2009._________________. Texto e gramtica: uma introduo Lingustica Sistmico-Funcional.Matraga, 16 (24), pp. 13-47, 2009._________________. Gramtica: produz significados na escrita. In: BRITO, A. M. (Ed.),Gramtica: Histria, Teorias, Aplicaes (pp. 191-203). Porto: FLUP, 2010._________________. A escola como sistema de gneros: conhecimento, aprendizagem etransversalidade. In: MATEUS, M. H. M. e L. Solla (Eds.), Ensino de Portugus como Lngua NoMaterna: Estratgias, Materiais e Formao (pp. 441-461). Lisboa, ILTEC/Fundao CalousteGulbenkian, 2013.MARTIN, J. R. & ROSE, D. Working with Discourse: meaning beyond the clause. London:Continuun [22 Ed. Revista 2007], 2003._______________________. Genre Relations: mapping culture. London: Equinox, 2008._______________________. Designing literacy pedagogy: scaffolding asymmetries. In: HASAN,R; MATTHIESSEN, C. M. I. M. & WEBSTER, J. (Eds.), Continuing Discourse on Language (pp.251-280). London: Equinox, 2005.ROSE, D. Reading to learn: accelerating learning and closing the gap. Teacher training books andDVD. Sydney: Reading to learn. http:www.readingtolearn.com.au, 2011.ROSE, D & MARTIN, J. R. Learning to white, reading to learn: genre, knowledge and pedagogyin the Sydney school. London: Equinox, 2010. 6. 6CONFERNCIA DE ABERTURA 7. 7SEEING DOUBLE: COMPLEMENTARITIES OF PERSPECTIVE ONINTERPESONAL GRAMMATICAL METAPHORGeoff ThompsonUniversity of LiverpoolThe phenomenon of grammatical metaphor (GM) is viewed in Systemic FunctionalLinguistics as a pervasive feature of language. The identification of GM is based on themodeling of lexicogrammar and semantics as two strata, which opens the possibility ofdisjunction between the strata, that is meanings may be realized by forms which congruentlyrealize other meanings, resulting in a new meaning-form combination. This is a familiar Ideain traditional views of lexical metaphor: e.g in the well-known song. Its raining menrealizes a meaning something like there are lots of men, but combines it with part of theliteral meaning of raining to produce a new way of talking about a superabundance of males.Michael Hallidays basic insight was that essentially the same process can be seen asoperating in grammatical structures. Two broad categories of GM are recognized in SFL,based on the two main metafunctions: ideational (language as used for representation, thecontent) and interpersonal (language as used for interaction). The description of ideationalGM, particularly nominalization, has been developed extensively in SFL both in terms of thesystem (e.g Halliday & Matthiessen, 1999) and in terms of the deployment of this resource intext (e. g. Simon-Vandenbergen et. al. 2003). On the other hand, the treatment ofinterpersonal GM has been given relatively less emphasis. The rea most fully explored hasbeen modal assessment (e.g. Halliday & Matthiessen, 2014: 689-698); and mood metaphorhas more recently been brought into the picture (Halliday & Matthiessen, 2014: 698-707).However, it seems useful to set out a comprehensive picture of metaphor which covers allmajor reas of interpersonal meaning, including appraisal (Martin & White, 2005). What Iaim to do in this presentation is first to offer an overall picture of this domains of the lxico-grammar,highlighting the commonalities and differences across different areas within thedomain. I will then go on to explore the ways in which this kind of metaphor impacts on theanalysis not only of interpersonal meanings but also of experiential and textual meanings intexts across a range of registers. Clausal realizations of interpersonal meanings open up moreor less the full set of experiential, interpersonal and textual choices in the projecting clause;and analyst is then faced with decisions on how much emphasis to place on the wording andhow much on the metaphorical function. My main claim will be that users of the language,however unconsciously, are able to exploit and respond to both the experientialized wordingand the interpersonal meaning simultaneously. What is then fundamentally at shake for theanalyst as with ideational grammatical metaphor is how to incorporate in the analysis thekind of complementarity of vision that is required in order to capture the full meaning-makingthat is going on. 8. 8COMUNICAES 9. 9PROGRAMA CINCIA SEM FRONTEIRAS: UM OLHAR SOB AMATERIALIZAO DO PROJETO HEGEMNICO DO DOCUMENTO QUE OINSTITUCIONALIZA.Adriana de Oliveira Gomes (IFTO)adriana@ifto.edu.brEste trabalho prope uma investigao sobre a forma que o conceito de hegemonia configurao decreto n 7.642/2011. Este um texto institucional brasileiro, elaborado como parte depolticas pblicas relacionadas internacionalizao do ensino das instituies brasileiras.Tais metas e aes se corporificam atravs do Programa Cincia sem Fronteiras. Destaca-seque alm da exposio da viso hegemnica do texto do documento, apresentaremos ainda aanlise gramatical da pa