Search

Considering textbook as one of the main methodological resource that is available to teachers’ work in classroom and having into account how textbook call attention and interest as a research object in language scholars we aim at achieving a kind of reviewing literature of this area about how deal with text in textbook of portuguese language. We look at other works that theoretically discuss about Portuguese teaching and textbook for that we do a systematic literature review. We analyze how Brazilian researches see and deal with text in Portuguese Language textbook, considering seventeen scientific papers we collected at Portal de Periódicos of CAPES (Brazilian Scientific Agency). Data collected pointed out to a kind of researchers’ worries in comprehend advances in what is concerned to deal at Portuguese Language Textbook especially to questions of a variety of texts and also how textbooks consider text genres in their proposals. We could conclude that those researches about Portuguese Language Textbook are supposed to follow a path that serves as an update parameter of critics evaluation by scholars in what is related to textbook quality that go around Brazilian elementary schools in Brazil.

This article is a partial result of a research that intends to present an essay production analysis of a high school student from a public school regarding the use of "To Be + adjective" as an epistemic modalizer. This study is justified by the necessity of investigating possibilities to turn Portuguese Teaching less attached to traditional grammar but to an interactive proposal. It aims to consider linguistic marks in the text, which prints out epistemic modification in internal and external layers of meaning and also establishes a dialogue between teachers and researchers from this area contributing to the improvement of reading teaching and essays production. The research, of a qualitative nature and based on documental analysis, is grounded essentially on Textual Linguistics, is also based on theoretical reference concerning Dascal (1986), Castilho e Castilho (1992), Koch (2006), Cunha e Cintra (2008), Neves (2011), Dias e Silveira (2011) Fernandes (2011), Corbari (2008) e (2013), Schneider (2013) e Eckstein (2014) and document analysis. It was concluded that the textual production under analysis, resulting from the projects ART and DAT, reveals un understanding of the modalization process as a relevant argumentative strategy in texts that imply positioning.

Com esta pesquisa, nosso objetivo foi identificar algumas estratgias de introduo e retomada de referentes textuais, em Cartas Notariais do sculo XVIII, do municpio de Paranagu, que compem o livro Scripturae na Vila de Pernagoa documentos setecentistas (2007). Para isso, consideramos, segundo Koch e Elias (2009), que a referenciao consiste na construo e reconstruo de objetos de discurso. Alm disso, levamos em considerao as condies de produo e a poca em que essas Cartas Notariais foram escritas, contribuindo para pesquisas sobre o portugus paranaense. Portanto, na anlise, destacamos se os objetos de discurso so construdos por meio de itens lexicais ou gramaticais. Como aporte terico, temos Koch (1990, 2008), Koch e Elias (2006, 2009) e Mondada e Dubois (2003), dentre outros.

The present text seeks to bring reflections about the nature of writing. Writing, as well as go in search of closure of ideas of a text seems to be part of each research report inherente, each scientific article, every academic book review distributed by many scientific journals that are out there. So much so that one of the parties that make up the majority of the articles is the result (or the procuring of). Here try signalize importance of barnacle to written as constitutive exteriority in relation to the subject and writing as the subject, can not be seen outside the multiplicities contraditoriedades and identity shifts that (un) plug / mobilizes land. And that is perceived the way the questions as well as answers that naively presented as conclusive to what the researchers propose looking paths. It is a text about writing averse and as such can not straying from the unpredictability of all unfinished, endless work, woven from and dialogue with other texts that come after.

O artigo discute a relao entre imagem e texto a partir de conceitos atuais como intermedialidade ou transmedialidade. Estes freqentemente objetivam transgredir a demarcao entre expresses artsticas e outras reas comunicativas da sociedade. Por outro lado, no incio do comparatismo, encontramos concepes como a expressa no termo iluminao recproca entre as artes que se restringe s relaes meramente estticas no campo artstico. Partindo desta reflexo, o trabalho apresenta um panorama histrico referente ao tema proposto para depois conceber as chamadas vanguardas artsticas no inicio do sculo XX dentro do contexto tecnolgico. Proveniente da experincia urbana, as vanguardas se configuram como interao esttica dos elementos predominantes deste meio, tais como som, letras e palavras, imagens dinmicas e todos os elementos favorveis a uma percepo de simultaneidade e do perspectivismo da observao.

The PCNEM (National Curricular Parameters of High School) (1999, p. 141), guide that the language must be within the human relations, in which the student is inserted. There is no language divorced from the lived social context. In this sense, the present paper aims at analyzing the role of the subject in the students daily routine, through texts in the native language, seen as language in use. We sustain our proposition based on the following questions: Why teaching Portuguese to students that already speak this language? How do we develop it so that it becomes productive teaching? Also, how do we evaluate the process of this learning? With this purpose, our article is based in studies realized by Marcuschi (2007), Perini (2002), Antunes (2003), Travaglia (2003), Koch (2006). We will develop, then, a study of the function developed by the subject, from texts worked in class, through different textual genres, using a sociointeractionist approach.

The intention of this study is contributing to the work with texts in mother and foreign languages in higher education. In this work, we aim at establishing a relation between social function of discursive genre and underlying objectives in professors proposals to reading and text production teaching in Letters Course. In doing this, we make use of collected data by means of questionnaires applied to professors and graduating students from 7th period of Letters Course at Rio Grande do Norte State Universitys Pau dos Ferros Campus. We theoretically support on studies by Bakhtin (2003), Marcuschi and on discussions proposed by Souza (2006, 2007a, 2007b). The collected data revealed that, despite of making use of variety of discursive genre, particularly those of academic sphere, have already arrived at classroom in higher education, its applicability presents some problems especially in relation to lack of corrections in some proposals of reading and production of texts, such as: selected discursive genres, social function of these genres, objectives and proposed activities. All of these problems make obvious the necessity of wide-ranging study and focalization in discussions concerning methodologies and teaching practices of reading and production of texts in higher education.

This work discusses the notion of text in the theoretical realm of the Discourse Analysis, in which it is perceived as a symbolic space, opened and heterogeneous, whose textualization is constituted by different linguistical materialities, wether the verbal, non-verbal, or still by the combination of these languages. In order to elucidate the proposed concept, we analyse two cover of the Brazilian magazine Veja, demonstrating the possibility of working this material as a text. In our analysis, we perceive both the work of interdiscoursive relations and the intertextual relations involving especifical conditions of production. We conclude, therefore, that the cover of a magazine can constitute a possible form of textualization of discourse, evidencing the heterogeneity and the plurality of the notion of text.