Mariana Furst
University of California, Santa Barbara - Faculty Member, Post-Doctor in Linguistics by Universidade Federal de Minas Gerais; PhD in Linguistics - Portuguese by Universidade Federal de Minas Gerais; Master in Linguistics of Genres and Textile Types by UFMG; And graduated in Letters, Portuguese by UFMG. Researcher at the Oral and Written Studies Group (GEOE) at Universidade Federal de Minas Gerais since 2004. I worked as a teacher of the Portuguese For Foreigners (PPE) and Academic Writing, UNI003, at Universidade Federal de Minas Gerais, since August 2008 to February 2014 and as coordinator of tutors and monitors of the same discipline during the year 2013. In the undergraduate I work as a teacher of Portuguese Language, Business Communication and Scientific Methodology. My main interest is in the production of oral and written texts.
Supervisors: Charles Bazerman and Eliana Amarante de Mendonça Mendes
Phone: (805)689-5409
Address: 225 Pacific Oaks Road 205
Goleta, CA, US. 93117
Supervisors: Charles Bazerman and Eliana Amarante de Mendonça Mendes
Phone: (805)689-5409
Address: 225 Pacific Oaks Road 205
Goleta, CA, US. 93117
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Thesis Chapters
life arouse an interest in the teaching of oral text production, which is the target of our
study. In this context, our interest was directed towards the positions explained in the
National Curriculum Parameters that values the oral language and the requirement in the
introduction to teaching the oral language in schools. Also the lack of researches in the
area, motivated us to look in the classics, the knowledge about the oral language in
which the rhetorical were the precursors. We presented a brief history about the usage
of the oral language through time and we tracked the contributions that were the most
interesting. Based on those studies, we established the parameters that should guide the
teaching of the oral language in our schools. To get to know the teaching of the oral
language, we analyzed oral language activities in 9 volumes of books didactic to the
Portuguese language for high schools. From the data collected by the analysis of
activities, we planed a proposal to increase the oral language based on didactic sequence
in which they were supported in the parameters that we established. This research will
contribute to improve the teaching of the oral language in Portuguese classes, since we
believe that the schools should prepare good citizens and prepare their students for life.
information graphics; the main object in this study. Due to the evident lack of linguistic
studies on this issue, it was only natural we seek help from various social
communication authors. This way we would find a viable and interesting form of
contributing to the area of study of information graphics since we believe this genre to
be much too complex for it not only displays verbal text but also contains a plethora of
semiotic systems. We conceived information graphics to be a textual genre and
questioned it as an existing teaching topic by means of a survey with 10 high school
students and 10 college students. This survey produced results which led us to realize
that information graphics is not found in Portuguese classes, though it may sometimes
be used in other subjects, such as Geography. From the data collected in the survey
analysis, a research procedure plan was created; that in which those 20 participants
involved in the initial process would read selected information graphics for the
development of this study. After the reading of such genre, each participant answered a
12-item questionnaire which tested the development of nine abilities involved in the
reading of information graphics. We chose to work with freshman students from
colleges and high schools so that we could evaluate any improvement between the two
types of participant. In other words, we wanted to examine if college students would
demonstrate a greater familiarity than the high school pupils. After the implementation
of the activities of the first process, we selected a further 30 informants of Higher
Education to carry out activities rewrite the genre. Once collected, qualitative and
quantitave analysis were made on the results, including statistic evaluations. This
analysis showed us that the ability which presented best improvement was “identifying
information and data on the graphs” as well as “integrating information between verbal
and non-verbal communication” whilst the lowest degree of adequation was the ability
to “infer reasoning over the author’s decision”. Furthermore, the intention of this study
is to contribute to the increase in the approach of information graphics in the teaching of
Portuguese in schools; for we believe learning institutions must properly prepare their
students for life; in order to produce duly literate citizens.
despertou o interesse pelo ensino da produção textual oral, objeto de nosso estudo.
Nesse contexto, nosso interesse foi aguçado com a posição explicitada nos Parâmetros
Curriculares Nacionais de valorização da oralidade e a exigência de inserção do ensino
da linguagem oral nas escolas em todos os níveis. Também a carência de pesquisas
nessa área nos incentivou a buscar nos clássicos os conhecimentos sobre a oralidade dos
quais os retóricos foram os precursores. Apresentamos um breve histórico sobre o
tratamento da linguagem oral através dos tempos e rastreamos as contribuições que
pudessem nos interessar. Com base nesses estudos, estabelecemos os parâmetros que
devem guiar o ensino da oralidade em nossas escolas. Para conhecermos o estado da
arte do ensino da oralidade, analisamos atividades de oralidade em 9 volumes de livros
didáticos de Língua Portuguesa para o Ensino Médio. A partir dos dados levantados
pela análise das atividades, planejamos uma proposta de tratamento da linguagem oral
baseada em sequência didática e apoiada nos parâmetros por nós estabelecidos. Esta
pesquisa pretende, portanto, contribuir para a melhoria do ensino da linguagem oral nas
aulas de Língua Portuguesa, por acreditarmos que as instituições de ensino devem
preparar seus alunos para a vida e para a cidadania.
Papers
life arouse an interest in the teaching of oral text production, which is the target of our
study. In this context, our interest was directed towards the positions explained in the
National Curriculum Parameters that values the oral language and the requirement in the
introduction to teaching the oral language in schools. Also the lack of researches in the
area, motivated us to look in the classics, the knowledge about the oral language in
which the rhetorical were the precursors. We presented a brief history about the usage
of the oral language through time and we tracked the contributions that were the most
interesting. Based on those studies, we established the parameters that should guide the
teaching of the oral language in our schools. To get to know the teaching of the oral
language, we analyzed oral language activities in 9 volumes of books didactic to the
Portuguese language for high schools. From the data collected by the analysis of
activities, we planed a proposal to increase the oral language based on didactic sequence
in which they were supported in the parameters that we established. This research will
contribute to improve the teaching of the oral language in Portuguese classes, since we
believe that the schools should prepare good citizens and prepare their students for life.
information graphics; the main object in this study. Due to the evident lack of linguistic
studies on this issue, it was only natural we seek help from various social
communication authors. This way we would find a viable and interesting form of
contributing to the area of study of information graphics since we believe this genre to
be much too complex for it not only displays verbal text but also contains a plethora of
semiotic systems. We conceived information graphics to be a textual genre and
questioned it as an existing teaching topic by means of a survey with 10 high school
students and 10 college students. This survey produced results which led us to realize
that information graphics is not found in Portuguese classes, though it may sometimes
be used in other subjects, such as Geography. From the data collected in the survey
analysis, a research procedure plan was created; that in which those 20 participants
involved in the initial process would read selected information graphics for the
development of this study. After the reading of such genre, each participant answered a
12-item questionnaire which tested the development of nine abilities involved in the
reading of information graphics. We chose to work with freshman students from
colleges and high schools so that we could evaluate any improvement between the two
types of participant. In other words, we wanted to examine if college students would
demonstrate a greater familiarity than the high school pupils. After the implementation
of the activities of the first process, we selected a further 30 informants of Higher
Education to carry out activities rewrite the genre. Once collected, qualitative and
quantitave analysis were made on the results, including statistic evaluations. This
analysis showed us that the ability which presented best improvement was “identifying
information and data on the graphs” as well as “integrating information between verbal
and non-verbal communication” whilst the lowest degree of adequation was the ability
to “infer reasoning over the author’s decision”. Furthermore, the intention of this study
is to contribute to the increase in the approach of information graphics in the teaching of
Portuguese in schools; for we believe learning institutions must properly prepare their
students for life; in order to produce duly literate citizens.
despertou o interesse pelo ensino da produção textual oral, objeto de nosso estudo.
Nesse contexto, nosso interesse foi aguçado com a posição explicitada nos Parâmetros
Curriculares Nacionais de valorização da oralidade e a exigência de inserção do ensino
da linguagem oral nas escolas em todos os níveis. Também a carência de pesquisas
nessa área nos incentivou a buscar nos clássicos os conhecimentos sobre a oralidade dos
quais os retóricos foram os precursores. Apresentamos um breve histórico sobre o
tratamento da linguagem oral através dos tempos e rastreamos as contribuições que
pudessem nos interessar. Com base nesses estudos, estabelecemos os parâmetros que
devem guiar o ensino da oralidade em nossas escolas. Para conhecermos o estado da
arte do ensino da oralidade, analisamos atividades de oralidade em 9 volumes de livros
didáticos de Língua Portuguesa para o Ensino Médio. A partir dos dados levantados
pela análise das atividades, planejamos uma proposta de tratamento da linguagem oral
baseada em sequência didática e apoiada nos parâmetros por nós estabelecidos. Esta
pesquisa pretende, portanto, contribuir para a melhoria do ensino da linguagem oral nas
aulas de Língua Portuguesa, por acreditarmos que as instituições de ensino devem
preparar seus alunos para a vida e para a cidadania.