Academic literature on the topic 'Portuguese Letter writing'

"“I am writing this letter only for you to know”: Social Deixis in Romanian and Portuguese Letters from the Great War. This paper analyses the use of address forms in letters from World War I written by Romanian and Portuguese soldiers, with the objective of comparing the discursive configuration of the interlocutive distance (Carreira 1997) in the two languages. The analysis, based on online and printed corpus reveals systematic similarities between the two languages concerning nominal address forms: the frequent use of intensity markers (possessives, qualificative adjectives, vocatives, diminutives) to express affection towards the recipients. There are differences concerning the use of pronominal address forms. Parent-son relationships are asymmetrically constructed in both cultures, which is reflected by the use of intermediary pronouns você and dumneata, but in husband-wife correspondence only the pronoun tu is used in Portuguese, while in Romanian letters both tu and dumneata appear. In the correspondence between friends and colleagues there are some differences: the pronoun tu is used exclusively in Portuguese, while in Romanian there is an alternation between tu and dumneata. Overall, this study shows that interlocutive distance was higher in Romanian than in Portuguese at the beginning of the 20th century. Keywords: Portuguese Address Forms; Romanian Address Forms; Epistolary Writing; War Letters; World War I "

Introduction: The Covid-19 pandemic made discrepancies between the different educational realities more evident for schoolchildren in the beginning of literacy. Objective: to characterize the performance of cognitive-linguistic skills of students in early literacy phases during the pandemic. Methods: Twenty-two elementary school students participated in this study, distributed in GI 1st year students and 2nd year GII students, submitted to the application of the Cognitive-Linguistic Skills Assessment Protocol for students in the initial stage of literacy. Results: Students from GI and GII showed average performance for writing the name and writing the alphabet in sequence. The GI presented a refusal response for the subtests of word dictation, pseudoword dictation and picture dictation, word repetition and visual sequential memory of shapes and poor performance for alphabet recognition in random order and average performance for alphabet recognition in sequence. GII showed lower performance for the subtests of word dictation, pseudoword dictation, picture dictation and superior performance for alphabet recognition in random order, alphabet in sequence and visual sequential memory of shapes. Discussion: The appropriation of the letter-sound relationship mechanism raises questions, since it evidenced the difficulty of all students in cognitive-linguistic skills necessary for the full development of reading and writing in an alphabetic writing system such as Brazilian Portuguese . Conclusion: Students in the 1st and 2nd years showed lower performance in cognitive-linguistic skills important for learning reading and writing.

Giovanni da Empoli, a Florentine agent and merchant, was among the first Europeans to travel by an exclusively maritime route to India. This article focuses on Giovanni’s first voyage to the East (1503–1504), during which he visited several ports along the Malabar coast. By examining Giovanni’s letter to his father, this contribution explores his (re)emerging identities, and in particular his mercantile outlook and his Christian faith, which suggest a diversity of value systems and agendas among ‘the Portuguese’. The experience of Giovanni is significant also because it represents an instance of production and transfer of knowledge about ‘the Indies’ in early Cinquecento Europe. As suggested by other contemporary sources concerning Giovanni, this circulation of knowledge did not take place only in writing, but also orally, in formal and informal conversations that Giovanni had with a variety of interested interlocutors both in Florence and elsewhere.

No ocaso do século XVIII luso-brasileiro foram produzidos dezenas de opúsculos, memórias acadêmicas, manuais, pareceres, cartas e relatórios que registraram impressões diferentes daquelas que até então tinham marcado os escritos sobre a América portuguesa. Estas produções, pois, extrapolaram o universo religioso dos conteúdos sobre o Brasil, que caracterizaram grande parte do período colonial, e abriram novas trilhas aos letrados sobre a necessidade de conhecer a terra racionalmente e aproveitar as riquezas que ela tem para oferecer. A partir da análise dessas obras, especialmente as memórias científicas e os manuais agrícolas, o presente ensaio busca indagar, ainda que de forma embrionária, sobre o papel da agricultura na mudança de visão que os portugueses passaram a ter desta colônia do lado de cá do Atlântico, ou seja, os questionamentos giram em torno de um redimensionamento dos estudos luso-brasileiros sobre a agricultura no Setecentos. Em outras palavras, a proposta é dar a conhecer o que esses documentos, com um discurso assumidamente pedagógico, relataram a respeito das possibilidades de diversificação de culturas, de melhoramento nos manejos e nas técnicas de produção agrícola e, inclusive, sobre os erros do extrativismo e o desmatamento nas terras brasileiras. Abstract: At the end of the Luso-Brazilian 18th century, dozens of booklets, academic memoirs, manuals, letters and reports were produced, recording impressions that were different from those that had hitherto marked the writings on Portuguese America. These productions, therefore, extrapolated the religious universe of contents about Brazil that characterized a large part of the colonial period and opened new paths for the intellectuals about the need to know the land rationally and take advantage of the riches it has to offer. Based on the analysis of these works, especially scientific memoirs and agricultural manuals, this essay seeks to investigate, albeit in an embryonic form, the role of agriculture in changing the view that the Portuguese started to have of this colony on this side of the Atlantic, that is, the questions revolve around a redimensioning of Luso-Brazilian studies on agriculture in the 18th century. In other words, the proposal is to make known what these documents, with an openly pedagogical discourse, reported about the possibilities of crop diversification, improvement in agricultural production management and techniques, and even about the errors of extractivism and the deforestation on Brazilian lands. Keywords: Luso-Brazilian world. Academic memories. Agriculture. Nature.

This paper seeks to shed light on the relationship between Britain and Portugal in the 1820s filtered through Marianne Baillie's eyes in her travel writing Lisbon in the Years 1821, 1822, and 1823 (1824). Looked at through the lens of transculturation as used in Mary Louise Pratt's Imperial Eyes, this relationship – ambivalent though it may be – is perceived along the lines of centre and periphery, domination, and subordination. Portugal is identified as a European contact zone where disparate cultures meet with asymmetrical relations of power. The first part is dedicated to Portugal's entangled post-Napoleonic political situation and to the role of Baillie's letters as eye-witness accounts of historical importance. The second part focusses on Baillie's perception of the Portuguese and their culture, drawing on Jacques Derrida's Of Hospitality to explore the relationship between host and foreigner. It also highlights instances of Baillie's all-pervasive patriotism, which leads to a rather taste-based condemnation of local and living conditions. Her letters combine historical facts and personal impressions while at the same time showing characteristics of travel accounts and women's life writing.

Resumo: O presente artigo estuda e descreve algumas das cartas que fazem parte do Espólio Osório de Castro (N12) e do Fundo da Federação Brasileira para o Progresso Feminino (BR RJANRIO Q0) com o intuito de mapear a formação de uma rede intelectual transnacional que conta com a escritora, ativista feminista e professora goesa Maria Ermelinda dos Stuarts Gomes (1889-1937) e a ativista feminista e escritora portuguesa Ana de Castro Osório (1872-1933). A partir da análise das cartas e de sua ação nas associações de que faziam parte, observamos a prevalência de um ideal emancipatório pautado pela missão civilizatória, a que Françoise Vergès (2020) chama de feminismo civilizatório. As estratégias de propagação dessas ideias, proporcionadas pela mobilização de uma rede intelectual de mulheres, culminaram em publicações que superam as barreiras nacionais, já que ambas as autoras publicaram seus textos em periódicos tanto em Portugal, quanto no Brasil e em Goa, na Índia.Palavras-chave: Correspondência; imprensa periódica; feminismo; Brasil; Portugal; Goa.Abstract: This article studies and describes some of the letters that are part of the Espólio Osório de Castro (N12) and the Fundo da Federação Brasileira para o Progresso Feminino (BR RJANRIO Q0) in order to map the formation of a transnational intellectual network. The feminist activist and Goan teacher Maria Ermelinda dos Stuarts Gomes (1889-1937) and the Portuguese feminist activist and writer Ana de Castro Osório (1872-1933) are part of such a network. By analyzing their letters and their action in the feminist associations, we can observe the prevalence of an emancipatory ideal guided by the civilizing mission, which Françoise Vergès (2020) calls civilizing feminism. The strategies they adopted to propagate these ideas were put into action by mobilizing an intellectual network of women and culminated in the authors publishing their texts beyond national borders, which is reflected in their writings in the periodical press from Brazil, Portugal, and Goa, in India.Keywords: Correspondence; Periodical Press; Feminism; Brazil; Portugal; Goa.

This article presents a study that aims to identify and analyze dialogic functions of repair by lexical synonymy in the process of writing and rewriting of an opinion article. The data were collected in the Research Laboratory entitled 'Workshop of Reading, Writing and Rewriting of Opinion Articles', an activity of the Research Group UTFPR-CNPq LAD'Humano, in 2015. The opinion articles were written by first term undergraduate students of the Letters Teacher Certification Program in Portuguese-English of the Federal University of Technology of Paraná, Brazil, Pato Branco Campus. The writing of the texts was recorded by the software AutoScreen Recorder and Inputlog. The analyses are mainly based on Bakhtin, Volosinov, and Vygotsky and show that repair by lexical synonymy has the dialogic functions of addressing the target audience of the text, of textual adjustment, of giving the desired content to discourse and of acting in the process of construction of the writer's image. As "the meaning of the word is completely determined by its context" (BAKHTIN/VOLOCHÍNOV, 2014, p.109), it is the verbal and extraverbal context of a certain word choice that will contribute or not to building the meaning intended by the writer, and that is why synonymy study in the process of writing is important.

Abstract The “General Crisis of the Seventeenth-Century” as a concept was first applied to Europe, where the Portuguese Restoration of 1640 was one of its most striking episodes, when a national dynasty dethroned a foreign one. Geoffrey Parker extended its use worldwide, having in mind similar events taking place all over the globe, namely in China, where dynastic transition took centre stage. Some parallels can be drawn between the two sides of Eurasia, though sometimes in opposite terms (e.g., while the Braganzas were Portuguese, the Qing were Manchu). Among the coincidences occurring in both countries during dynastic changes, there is mention to omens and wondrous signs, interpreted as manifestations of something about to change, breaking away from the old established order which had lost some sort of divine assent. By using the writings of the Portuguese Jesuit António de Gouveia (1592/94–1677), namely his letters, some of which unpublished, we will seek to see how he interpreted these signs and dynastic change in China, while his own country (Portugal) was going through a similar process. We will make use of materials dating from 1636 to the 1650s, to see what kind of parallelisms Gouveia draws between the Chinese seventeenth-century crisis and the Portuguese case, and how he depicts and characterises the events occurring in China.

That Robert Browning and Elizabeth Barrett Browning had an influence on each other's poetry is difficult to doubt but more difficult to prove; their similar backgrounds and shared experiences, and a reticence in both to discuss their working habits, generally make attempts to fix possible influences between them problematic at best. Two periods of their shared lives, however, do provide an unusually clear record of the way each affected and was affected by the other's writings: the first, from their introduction in January 1845 until their marriage in September 1846, during which time Browning completed the last two numbers of his Bells and Pomegranates series and Elizabeth Barrett wrote her Sonnets from the Portuguese, and the second in 1855, when Browning published Men and Women. Their courtship letters show that they considered themselves engaged in a unique poetic as well as personal partnership, and their poetry of this time, together with Browning's 1855 volume, reveals that their creative interaction was more extensive than even they realized. Of particular note is the way that Browning's first version of “Saul” helped to shape the theme and imagery of Sonnets from the Portuguese, which in turn influenced his later conclusion to “Saul.”

Abstract Hendrick Uwens (1618-1667) was a Flemish-educated Jesuit who became a missionary to the Mughal Empire. Prior to embarking on his missionary work, he taught mixed mathematics in Lisbon in the early 1640s. Both in Europe and India, Uwens often insisted on portraying himself as a mathematician. Mathematics allowed him to be amongst the first teachers of certain aspects of Galileo’s physics and to promote a mechanical worldview – unusual ideas in early Jesuit circles. He also used mathematics to negotiate his missionary appointments in Asia. This paper analyzes the manuscript writings produced by Uwens throughout his life: the letters he wrote in Flanders to the Superior General requesting to be made a missionary, his Portuguese textbook on mechanics, and his correspondence from India to his Jesuit Superiors in Flanders and Rome.

O presente trabalho procura discutir a sociedade formada em Minas Gerais entre fins do século XVIII e início do XIX. Pelas particularidades que envolveram sua criação e ocupação, a colônia portuguesa na América foi palco de configurações identitárias específicas que conviveram durante o período da crise do Antigo Sistema Colonial, alternando as formas de relacionamento e autoimagem dos colonos. Em Minas Gerais, as sociabilidades foram influenciadas também pelas práticas de educação, de leitura e pela posse de livros. Para analisar a questão, procuramos utilizar parte da intensa produção epistolar produzida no período com base, principalmente, no acervo da Coleção Casa dos Contos.
This study discusses the society formed at Minas Gerais between the ending of the eighteenth and the beginning of the nineteenth century. Due to the peculiarities surrounding its creation and occupation, the portuguese colony at America has given rise to specific forms of identity, which existed together during the crisis of the Old Colonial System alternating forms of relationship and self-image of the settlers. At Minas Gerais, the sociability were also influenced by the practices of education, reading and book ownership. To examine the issue, well use part of the intense epistolary production produced in the period, based primarily on the collection of the Casa dos Contos collection.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research focused on reflections about the theme oral language manifestations in writing discursive/textual and didactic aspects, which was motivated from the following questions: How students of the 5th year of Elementary School and the 1st year of graduation in Language Arts College configures the genre letter of presentation? What are the main manifestations of oral language in the writing of texts produced by the students of the 5th year of the early years? These marks tend to disappear in college? How do the teachers approach the manifestations of oral language in written texts in their pedagogical practice in classroom? How can we, teachers/researchers, contribute didactically with questions related to manifestations of oral language in the written? We aim, based on answers to these questions, built knowledge about how the manifestations of orality reveal themselves in the discourse/textual level and how we could contribute with the didactic approach about this theme. Therefore, our objective sustains itself in recognize how the manifestations of oral language, discourse/textual level, occur in the genre letter of introduction produced by students of the 5th year (Elementary School) and 1st year of Language Arts college to, based on this recognition, propose didactic referrals which explore this phenomenon. With the view to achieving the initial objective and answer the research questions, we sustain the investigation upon the dialogical conception (BAKHTIN, 2010[1979], 2005[1963] and BAKHTIN/VOLOCHINOV, 2004[1929] and 1926) and in the interactionism approach (GERALDI, 1984, 1997). It is an educational research entered on Applied Linguistics, qualitative, with description and critic-interpretative investigation. We propose to examine texts of discursive genre introduction letter produced by the students of the 5th year of the Elementary School of four small cities of the western of Paraná and in the 1st year of graduation in Language Arts of the State University of Paraná (UNIOESTE) building a comparative analysis in relation to the theme investigated. When we accomplish this study, we establish relations with the configuration in the thematic content, compositional construction and linguistic style, since discourse can not be unlinked from the texts. Finally, we present didactic-methodological referrals to work with this theme in the Portuguese language teaching. As a result of this investigation, we noticed that there is a sharp level of difficulties related to the comprehension of the linguistics aspects more suitable for each social context of production. Although these difficulties prevail in productions of Elementary School, they do not disappear in college. In this way, we pointed to a need of the enlargement towards the linguistic-discourse knowledge of the students, according to the social context they belong.
Esta pesquisa apresenta e organiza reflexões acerca do tema Manifestações da linguagem oral na escrita aspectos discursivos/textuais e didáticos, que foi motivado a partir dos seguintes questionamentos: Como alunos de 5º ano do Ensino Fundamental e do 1º ano da graduação em Letras configuram o gênero carta de apresentação? Quais são as principais manifestações da linguagem oral na escrita de textos produzidos por alunos do 5° ano do ensino fundamental? Essas marcas tendem a desaparecer no ensino superior? Como os professores abordam as manifestações da linguagem oral em textos escritos em sua prática pedagógica em sala de aula? Como nós, professores/pesquisadores, podemos contribuir didaticamente com questões relacionadas às manifestações da linguagem oral na escrita? Visamos, a partir das respostas a essas questões, construir conhecimento sobre como as manifestações da oralidade na escrita se revelavam em nível discursivo/textual e como poderíamos contribuir com a abordagem didática dessa temática. Assim, nosso objetivo sustenta-se em reconhecer como ocorrem, no plano discursivo/textual, as manifestações da linguagem oral na produção escrita do gênero carta de apresentação, quando produzido por alunos do 5°ano do Ensino Fundamental e do 1º ano do curso de graduação em Letras para, a partir desse reconhecimento, propor encaminhamentos didáticos que explorem tal fenômeno. Na perspectiva de alcançar o objetivo proposto e de responder às perguntas de pesquisa, sustentamos a investigação a partir da concepção dialógica (BAKHTIN, 2010[1979], 2005[1963] e BAKHTIN/VOLOCHINOV, 2004[1929] e 1926) e interacionista da linguagem (GERALDI, 1984, 1997). Trata-se de uma pesquisa educacional inscrita na Linguística Aplicada, do tipo qualitativa, com investigação descritiva e interpretativa-crítica. Propomo-nos a analisar textos do gênero discursivo Carta de Apresentação produzidos por alunos do 5º ano do Ensino Fundamental de quatro municípios da Região Oeste do Paraná e do 1º ano da graduação em Letras da Universidade Estadual do Paraná (UNIOESTE), construindo uma análise comparativa em relação ao tema investigado. Ao realizarmos esse estudo, estabelecemos relações com a configuração dada ao conteúdo temático, à construção composicional e ao estilo linguístico desse gênero discursivo. Por fim, apresentamos encaminhamentos didático-metodológicos para o trabalho com esse tema no ensino da língua portuguesa. Como resultado desse processo de investigação, constatamos que há, ainda, um nível acentuado de dificuldades quanto à compreensão de usos linguísticos mais adequados para cada contexto social de produção. Embora essas dificuldades prevaleçam em produções do Ensino Fundamental, elas não desaparecem na graduação. Dessa forma, apontamos para a necessidade de ampliação dos conhecimentos linguístico-discursivos dos alunos, de acordo com o contexto social e pragmático em que interagem.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
For several decades, Portuguese Language teaching in schools was founded on a normative perspective, turning almost exclusively to the assimilation of grammar rules or standard language. In this context, the activities of reading and writing took place in a decontextualized way, unrelated to students experience, which made difficult the development of these skills. Against this teaching model, the work proposal from discourse genres, in which fits the current study, seeks to explore text in real conditions of use, highlighting the communicative function beyond the formal aspects of each genre. Based on theorists as Bakhtin (2011) and Marcuschi (2010) with regard to the conception of discoursive/ textual genre, and Dolz, Schneuwly and Noverraz (2011) in relation to Didactic Sequences, among others. The present study aims to prepare 9th grade students of public Elementary School located in the countryside of Pedro Régis (PB) to recognize and produce the genre letter of request from its linguistic and discursive functioning and its social use, investigating the development of skills and argumentative strategies, from the proposed contextualized textual genre production and subsidized by a didactic sequence. The genre was chosen for enabling writing with a concrete social function: request rights and persuade a specific interlocutor, through argument, to take action on any situation. Counting with ten (10) volunteer students, the corpus of our analysis was made for the first and last version of the texts produced by them during the Sequence's implementation. Based on the first productions, we mapped the main difficulties presented by students about genre, from that mapping, modules / workshops were developed aiming to overcome these difficulties. After the comparative analysis between the two versions of the letters, we identified that advances were more significant in the following ways: informativeness, cohesion mechanisms and development of argument. Therefore, the results indicate that the use of DS in the teaching-learning process of investigated genre contributed to enlarge the linguistic-discursive competence of students.
Durante muitas décadas, o ensino da língua portuguesa nas escolas esteve alicerçado sobre uma perspectiva normativa, voltando-se quase exclusivamente para a assimilação das regras gramaticais ou da norma culta. Nesse contexto, as atividades de leitura e de escrita ocorriam de maneira descontextualizada, sem relação com a vivência dos alunos, o que dificultava o desenvolvimento dessas habilidades. De encontro a esse modelo de ensino, a proposta de trabalho a partir de gêneros discursivos, na qual se enquadra a presente pesquisa, procura explorar o texto em condições reais de uso, com destaque para a função comunicativa além dos aspectos formais de cada gênero. Aportando-se em teóricos como Bakhtin (2011) e Marcuschi (2010), no que diz respeito à concepção de gênero discursivo/textual, e Dolz, Schneuwly e Noverraz (2011), no que se refere às Sequências Didáticas, entre outros. O trabalho que ora se apresenta tem como objetivo instrumentalizar os alunos do 9º ano do Ensino Fundamental de uma escola municipal localizada na zona rural de Pedro Régis, PB, para reconhecerem e produzirem o gênero carta de solicitação a partir de seu funcionamento linguístico-discursivo e de seu uso social, investigando o desenvolvimento de habilidades e estratégias argumentativas, a partir da proposta de produção textual contextualizada do gênero e subsidiada por uma sequência didática. O gênero foi escolhido por possibilitar a escrita com uma função social concreta: solicitar direitos e persuadir um interlocutor específico, por meio de argumentos, a tomar providências sobre alguma situação. Contando com 10 (dez) alunos voluntários, o corpus da nossa análise foi composto pela primeira e pela última versão dos textos por eles produzidos durante a aplicação da Sequência. Com base nas primeiras produções, mapeamos as principais dificuldades apresentadas pelos alunos no tocante ao gênero e, a partir desse mapeamento, foram elaborados os módulos/oficinas com vistas à superação dessas dificuldades. Após a análise comparativa entre as duas versões das cartas, identificamos que os avanços foram mais significativos nos seguintes aspectos: informatividade, mecanismos de coesão e desenvolvimento da argumentação. Os resultados apontam, portanto, para a conclusão segundo a qual a utilização da SD no processo de ensino-aprendizagem do gênero investigado contribuiu para ampliar a competência linguístico-discursiva dos estudantes.

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This master‟s research‟s theme is the education to civility, analyzed by the device of educational formation, the epistolary manual Novo Secretario Portuguez ou Código Epistolar, by JI Roquette, seeking to contribute with the History of Education, highlighting the historical importance of manuals on the constitution of reading and writing formation. The idea of civility is understood as the education of body and soul, for it molds the subject to the social patterns seen as „distinguished‟ in society interaction. Manuals have constituted important devices to education as a way of formation. Also in the Brazilian civilizing project, in which occurred the production, editing and publishing of entire books, exclusively for teaching the writing of letters and with the circulation of models in Paraíba – research scenario and trade evidence copies of epistolary manuals through the sale of ads that title in nineteenth-century newspapers. The research methodology began with reading Novo Secretario Portuguez ou Código Epistolar, considering it‟s been working for centuries and its historical relevance, as a formation device in Brazilians education, establishing strategic ways of how to form a national identity, in the midst of the construction of a modern e civilized country. Another reading took place, through the content and elements of the perigrafia of the epistolary manual, concerning the teaching of how to write letters. This book makes part of the pedagogic press category of education to civility, teaching rules, conduct patters and letter styles for the population, making legit the daily social contact. It‟s noticeable that the act of writing was considered by Roquette as a practice that revealed the subject and his ways as good manners person, distinction object, tuning with values recommended by those times elite. The content in the manual demonstrate that the protocol education also occurred in the way of writing letters, using a proper manual for this intention, using specific cases and personalities examples, chosen as models to be followed. The discussion of the dissertations theme was based in some important theorist that developed studies about civility, books history and epistolary manuals in the international, national e regional scene.
O tema da pesquisa de mestrado é a educação para a civilidade, analisada por meio do dispositivo de formação educacional e fonte da pesquisa, o manual epistolar Novo Secretario Portuguez ou Código Epistolar, de J. I. Roquette, buscando contribuir com as pesquisas em História da Educação, evidenciando-se a importância histórica dos manuais na constituição do ensino da leitura e da escrita. A concepção de civilidade compreendia a educação do corpo e da alma, no sentido de moldar o sujeito aos padrões sociais tidos como 'distintos', na convivência em sociedade. Os manuais se constituíram em dispositivos importantes à educação como formação, também no projeto civilizador brasileiro, no qual ocorreu a produção, edição e publicação de livros completos, exclusivamente para o ensino da escrita de cartas e, inclusive, com circulação de exemplares na Paraíba – cenário da pesquisa e com evidências de comercialização dos exemplares de manuais epistolares, através dos anúncios de vendas desses títulos nos jornais Oitocentistas. A metodologia de pesquisa iniciou-se com a leitura das páginas do Novo Secretario Portuguez ou Código Epistolar, considerando o seu funcionamento secular e relevância histórica, como dispositivo de formação na educação dos brasileiros, delimitando estratégias para forjar uma identidade nacional, no bojo da construção de um país moderno e civilizado. Realizou-se outra leitura, através do conteúdo e dos elementos da perigrafia do manual epistolar, em relação ao ensino da escrita de cartas. Esse livro fez parte da categoria de impressos pedagógicos de educação à civilidade, ensinando regras, condutas e estilos de cartas para a população, legitimando assim o seu cotidiano social. Percebe-se que o ato de escrever era considerado por Roquette como prática que revelava o sujeito e o seu trato como pessoa de bons modos, objeto de distinção, em sintonia com os valores preconizados pelas elites da época. Os conteúdos abordados pelo manual demonstram que a educação protocolar também ocorria no modo de escrever cartas, utilizando um manual próprio para este fim, trazendo exemplos de casos ocorridos e de personalidades, escolhidas como modelo a serem seguidos. A discussão do tema proposto na dissertação baseou-se em alguns teóricos importantes que desenvolveram estudos sobre Civilidade, História do Livro e Manuais Epistolares no âmbito do cenário internacional, nacional e regional.

Dissertação de Mestrado em Psicologia Clínica
O estudo apresentado pretende avaliar o conhecimento de letras de crianças em idade pré-escolar e a sua utilização na aprendizagem da escrita. É constituído por duas partes fundamentais. A primeira parte consiste numa revisão da literatura científica acerca dos desempenhos de crianças em idade pré-escolar na identificação de letras. Discute-se igualmente os desempenhos em tarefas de escrita de palavras que continham nomes de letras. A segunda parte consiste num estudo empírico, elaborado a partir da revisão teórica anterior, cujo objectivo é verificar se o conhecimento do nome das letras prediz habilidades de escrita. Os resultados revelaram que as crianças que conheciam quase todos os nomes das letras representavam mais escritas plausíveis comparativamente com as crianças que conheciam significativamente menos nomes de letras. Verificou-se ainda que as crianças obtiveram melhor pontuação na escrita de palavras com dois nomes de letra, comparativamente com as palavras que continham apenas um nome de letra. Ou seja, os resultados revelaram que o conhecimento do nome das letras pode ser um poderoso preditor de capacidades de escrita, na medida em que as crianças usam esse conhecimento para conectarem a fala com a escrita.
The presented study wants to evaluate the knowledge of letters by preschool children and the use of that knowledge in the learning of writing. It is composed by two fundamental parts. The first one consists in a review of scientific literature about pre-school children’s performance on identifying letters. It’s also discussed the performance in assignments of writing words that contain the names of the letters. The second part consists of an empiric study, based on the previous theoretical review, whose goal is to verify if knowing the names of the letters predicts writing skills. The results revealed that children who knew the names of almost all letters could represent more plausible writings than the ones that knew the names of significantly less letters. It’s also been verified that children obtained better score on writing words with names of two letters, comparatively with words that only contained the name of one letter. In other words, the results revealed that knowing the names of the letters can be a powerful predictor of writing skills, since children use that knowledge to connect speech with writing.

This chapter examines Mário’s own deployment of the cannibal allegory his novel, Macunaíma (1928), and then by offering a rereading of the relationship between a particular chapter of the novel, titled ‘Carta pras Icamiabas’ [‘Letter to the Icamiabas’] and the novel as a whole. This particular part of the novel stands out from the rest for a variety of reasons. Firstly, its prose, utilizing a Renaissance European register of written Portuguese, is markedly different from the rest of the novel’s use of a strategically colloquial speech – one that supposedly reflected the everyday speech of Brazilian non-elites. Equally relevant is the fact that it is the only part of the novel narrated by Macunaíma. The letter comes after he reaches São Paulo following his journey from the Amazon to the industrialized mega-city, and is addressed to the all-woman tribe, Icamiabas, detailing what he finds in São Paulo.

Personal writing such as letters tells us how individuals experienced historical developments. The letters discussed in this book provide insight into the psyches of particular persons involved in the Carmelite expansion, notably María de San José, Ana de Jesús, and Ana de San Bartolomé. Not all the convents founded by María and the two Anas survive. São Alberto was closed in the nineteenth century, after the Portuguese civil war. Influenced by the Enlightenment, Emperor Joseph II closed the Belgian convents. The Antwerp community went to Lanherne in Cornwall. The Brussels nuns migrated to Paris, arriving just before the French Revolution abolished religious communities. Yet, many convents were reestablished in Europe, and others were founded in the Americas.