http://repositorio.ufc.br/handle/riufc/25031 2026-04-19T08:18:05Z http://repositorio.ufc.br/handle/riufc/75639 Título: A tradução interlingual como estratégia para assimilação de estruturas gramaticais da língua inglesa em materiais didáticos de inglês como segunda língua Autor(es): Souza, Francisco Elton Martins de Abstract: The objective of this research was to verify how translation is used in ESL didactic materials as a strategy for assimilation of grammatical structures of the English language. We worked with a sample group formed by two textbooks, one of which adopted in the public schools of the State of Ceará and the other one adopted in the basic English course at the British Culture House, from Federal University of Ceará. Such books were the following: Voices Plus 1, by Tilio (2016); and New English File Elementary Student's Book, by Oxenden, Latham-Koenig and Seligson (2008). This research was of the explanatory-descriptive type, since it had “as central concern to identify the factors that determine or that contribute to the occurrence of phenomena” (GIL, 2008, p. 28, own translation). Regarding our method of procedure, we opted for the documentary method, since it was from the analysis of research documents, the textbooks, that we accessed our object of analysis, the mechanism of translation as a strategy for the assimilation of grammatical structures of the English language. We analyzed, qualitatively, some exercises from the selected textbooks. We considered interlingual, intralingual and intersemiotic translation (JAKOBSON, 1976) in grammar exercises. Data analysis revealed that interlingual translation was the most recurrent and it was used, according to our comprehension, in order to help students to assimilate grammatical structures of the English language, since the translation process made possible the comparison between grammatical structures, especially between verbal structures, which were the ones with major differences between English and Portuguese. Tipo: Artigo de Periódico 2023-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/74259 Título: Fullmetal Alchemist: Brotherhood à luz da dialética dominação e servidão na filosofia hegeliana Autor(es): Souza, Francisco Elton Martins de; Maia, Matheus Tomaz Tipo: Artigo de Periódico 2023-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/63851 Título: A polissensorialidade sinestésica como fiador da relação enunciativa: análise semiótica do fazer-sentir em “Tropicana” Autor(es): Barreto, Paulo Jefferson Pereira Abstract: If we assume that synesthesias does not necessarily imply a priori data to texts, we understand that the perception they simulate is a perception whose starting point is, in fact, strategically textualized discursive operations. The point is to define which mechanisms or procedures in the text guarantee this compatibility when, in the song, lyrics and melody project diferent sensations. This article aims to contribute to the discussion of the impact of synesthetic effects on the emergence of meaning, focusing on the study of a song. The analysis, based on the perspective of French semiotics, allows us to assume that understanding the ways in which lyrics and melody intersect each other reveal the intrinsic process through which the enunciator-enunciatee relationship is at the heart of the relationship between the thematic and figurative dimension of the lyrics and its tensive projection on the melody. We conclude that these relationships is called in function of the make-feel that the reading of the text proposes, so that the song is presented as an experience to be felt by the diferent sensations. Tipo: Artigo de Periódico 2021-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/63849 Título: A contribuição da Base Nacional Comum Curricular para o estudo das fake news Autor(es): Barreto, Paulo Jefferson Pereira; Lessa, Monique de Mesquita Abstract: This paper aims to discuss the main notions that guide the Portuguese Language component at the elementary education of the National Curricular Common Base. The main notions are text and literacy, both related to the current debate about fake news. The document also discusses the fake news concept, which is a relevant social phenomenon to be analysed in classroom activities. The discussion is grounded in a bibliographical review that includes readings and analysis that led us to a critical view of these issues. The notions of text, discursive genres and literacy adopted by the National Curricular Common Base are close to the enunciative-discursive perspective, which is the idea of language as social practice. Thereby, we suggest that teaching and classroom activities that aim to develop the skills and competencies listed by the document, including those related to fake news, must consider these concepts. Tipo: Artigo de Periódico 2021-01-01T00:00:00Z