Mestrado em Estudos da Linguagem - PPGEL

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Navegando Mestrado em Estudos da Linguagem - PPGEL por Assunto "Appraisal"

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    Aspectos que delineiam a identidade docente de oito professores de inglês: um estudo com base no sistema de avaliatividade
    (Universidade Federal de Goiás, 2017-12-08) Sousa, Hilda Braz Silva; Almeida, Fabíola Aparecida Sartin Dutra Parreira de; http://lattes.cnpq.br/9997730511011881; Almeida, Fabíola Aparecida Sartin Dutra Parreira de; Xavier, Vanessa Regina Duarte; Silva, Edna Cristina Muniz da; Dias, Anair Valênia Martins; Vian Júnior, Orlando
    The main theme of this research is the teaching identity. It is a study that seeks to understand the identity aspects of eight English teachers of the public education of the state of Goiás in Goiânia. It has as theoretical support the cultural theories of identity with the Systemic-Functional Linguistics discourse analysis of, consolidated with the Appraisal System, specifically, its sub-system of Attitude. It is important to note that Systemic-Functional Linguistics considers that it is not possible to do discourse analysis without considering the context of culture and context of situation. These contexts were essential for understanding teachers' identities. Thus in the analysis both theories were used. The Arguments that justify a choice for the profession and evaluations about teacher’s performance in classroom composed the textual corpora, which were generated through semi-structured and transcribed interviews. The discourse analysis of each teacher's speech was based on these interviews. The analysis effort was carried out to search, identify and understand significative aspects, constitutive of the identities of the teachers when uttering their speeches about a choice of the profession and their teaching activities. After the discourse analysis of each participant, it was verified that it had in common in order to understand if the researched teachers shared some identity aspect among the shared ones, it was verified that they evaluate themselves to teach, but that this process is not materialized by factors that are beyond their controls, leaving them uncomfortable with the students' non-learning. From this incongruity between being prepared to teach and not achieved, signing, the participants' identities were interpreted. The result showed that the identity aspects of these teachers are in accordance with the current configuration of society, that is, it is an off-center, fragmented, contradictory identity.
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    Setembro azul: análise do discurso de 9 professores surdos a partir da linguística sistêmico-funcional
    (Universidade Federal de Goiás, 2019-02-21) Neigrames, Wáquila Pereira; Almeida, Fabíola Aparecida Sartin Dutra Parreira; http://lattes.cnpq.br/9997730511011881; Almeida, Fabíola Aparecida Sartin Dutra Parreira; Novodvorski, Ariel; Bengezen, Viviane Cabral
    This research is based on the hypothesis that the discourses and positions of deaf teachers, who are active in the struggles for improvements in education, can be a tool in favor of bilingual schools for the deaf people in Brazil, in order to obtain an educational emancipation, providing accessibility and the right to be able to constitute their pedagogical process with their natural language. It is linked to the historical, social and political context of the deaf community, since the linguistic identity of the individual is constituted from the social identity (QUADROS, KARNOPP, 2004). From this perspective, the main objective is to analyze these discourses and identify possible macro-categories that relate to the process of "educational emancipation" and which culminated, in 2011, in a national mobilization of the Deaf people called 'Blue September'. Thus, this research aims to contribute and understand the nuances that outline the deaf militants' discourses regarding the educational system that is offered to the Brazilian Deaf community in the social context, politics, identity and deaf culture. It is understood that the deaf community had its struggle visible since 2002 with the approval of the Law 10.436, which recognizes the Brazilian language of signs - Libras - as the official language of this “people” (PERLIN, 1998; STROBEL, 2006; QUADROS; KARNOPP, 2004). Linked to the historical context, this study used the theoretical and methodological contribution of Systemic Functional Linguistics, initially developed by Halliday (1985; 1994), Halliday and Hassan (1989) and, posteriorly by his followers, such as Halliday and Matthiessen (2004), Eggins (1994) and Thompson (1996). The analyses were performed based on the Appraisal system proposed by Martin (2004), Martin and White (2005) and Martin and Rose (2003; 2007), focusing on the subsystem of Engagement that makes it possible to understand the monoglossical and heteroglossical present in these discourses. In the social, political, identity and cultural context, this study explains the association we conjecture to exist between certain dialogical choices assumed by the discourse producer. The corpus of this study is composed of nine discourses of deaf militants teachers, who are participants of the deaf movement, subdividing in thirty excerpts, being nine monoglossical evaluations and twenty one heteroglossical evaluations, which is divided into thirteen evaluations by dialogical contraction and eight evaluations by dialogical expansion. The analysis of these discourses allowed us to present positive results about educational accessibility and identify some characteristics for the search of educational emancipation through bilingual and linguistic policies.