http://repositorio.jesuita.org.br/handle/UNISINOS/1636 PPG Linguística Aplicada Mon, 06 Apr 2026 10:40:50 GMT 2026-04-06T10:40:50Z http://repositorio.jesuita.org.br/handle/UNISINOS/14007 Mobilização de saberes profissionais para o ensino de literatura na licenciatura em letras: análise de um processo formativo Gasparini, Nathália Luísa Giraud This dissertation addresses initial teacher education for literature teaching. Its context is a formative process conducted in a Language and Literature course at a federal institute: a project in which two pre-service teachers studied works related to the perspective of literary literacy/literacies (Cosson, 2019; 2020; Amorim et al., 2022) and carried out reading workshops with elementary school students in a public school. The objective is to analyze how knowledge for teaching literature was mobilized, which included based on the representations of action constructed by the participants throughout this process, which included practical experiences, understood as activities that bring pre-service teachers closer to professional practice (Brasil, 2024). The study assumes that schools, as literacy agencies (Kleiman, 2006; 2007), are strategic spaces for promoting literary reading, and that such knowledge is part of teachers’ professional expertise. This involves the mobilization of professional knowledge in practical experiences, understood as activities that bring pre-service teachers closer to professional practice (Brasil, 2024). Following Tardif (2000; 2014), it is assumed that the mobilization of knowledge occurs when teachers select, translate, and elaborate knowledge in response to concrete situations, and according to Gatti (2014), this process involves an integration of ways of thinking and acting that goes beyond mere operational aspects. Data were generated through semi-structured interviews conducted before and after the workshops, as well as recordings of planning, discussion, and evaluation meetings. These discourses are examined based on the discursive consciousness (Tardif, 2000) of pre-service teachers taking as the unit of analysis the representations of action as proposed by Socio-Discursive Interactionism (Bronckart, 2006; 2010). The results provide evidence that the experience prompted processes of awareness that led participants to make sense of what was studied, while what was studied was, in turn, used to make sense of what occurred during the experience. The analysis of the meetings indicates that the planning and assessment activities conducted by the instructor—particularly when positive or insufficient courses of action were identified, and when learning objectives were established based on these assessments—played a significant role in this meaning-making process. Thus, the study of literary literacy/literacies proved to be a relevant contribution to the mobilization of knowledge, with literary reading as its central focus. In this process, the opportunities to plan and assess the work played a substantial role. Sat, 23 Aug 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/14007 2025-08-23T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/14006 Formação de professores: letramentos literário e digital em aulas de língua portuguesa Carvalho, Lyedja Symea Ferreira Barros This thesis examines how the integration of literary literacy, digital literacy, and teacher education can enhance the development of literary readers in the final years of Elementary School. Conducted in partnership with public school teachers, the study involved formative workshops based on the Reading in Digital Environments Didactic Framework (LIDDA) and the creation of a learning community. The research followed the principles of action research, emphasizing listening, collaboration, and the transformation of teaching practices.Findings indicate that while teachers demonstrated fluency in the personal use of digital technologies, they faced challenges in applying these tools pedagogically. The workshops enabled the design of original lesson plans that combined literary reading with pedagogical mediation and the intentional use of digital resources. The establishment of a collaborative Padlet and a WhatsApp community fostered experience sharing, the consolidation of formative bonds, and the strengthening of teacher authorship. A collaborative e-book emerged as a concrete outcome, compiling innovative practices that integrate literature and technology.Grounded in solid theoretical frameworks — including Cosson (2006), Freire (1996), Kersch (2020, 2024), Azevedo; Kersch (2024), Nóvoa (2023), and the Brazilian National Common Core Curriculum (BNCC, 2018) — and informed by the DigCompEdu (Lucas; Moreira, 2018) and SAMR (Puentedura, 2006) models, the study demonstrates that critically mediated digital technologies can promote meaningful pedagogical transformations. Moreover, it broadens students’ engagement, fostering active participation in reading, aesthetic appreciation, and meaning-making. Fri, 22 Aug 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/14006 2025-08-22T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/14005 Libras, educação de surdos e inclusão na formação de estudantes de magistério: práticas formativas e produções pedagógicas com o apoio do design thinking Ildebrand, Isaías dos Santos Applied Linguistics, by articulating language, education, and human development, has contributed to critical reflections on pedagogical practices related to Deaf Education. In the context of the deaf community, studies indicate that limited contact with Libras (Brazilian Sign Language) and the absence of specific studies in teacher education programs hinder the development of effective and situated school mediations. Although Brazilian legislation recognizes Libras and mandates its inclusion in teacher education, challenges still persist regarding its teaching and learning - both as a second language for speakers of oral languages and as a first language for deaf individuals. In this context, the study investigated the development of an additional training course aimed at secondary-level teacher education students, structured through educational design thinking. A qualitative approach and a participatory research design enabled the analysis of questionnaires and productions developed in formative laboratories. The training served as a pathway that expanded students’ understanding of Libras, deafness, and deaf education, while also enhancing their pedagogical and linguistic practices. The participants’ productions - including bimodal digital books, activities using the manual alphabet, educational games in Libras, and interdisciplinary proposals - demonstrated the articulation between theory and practice and the potential of this training to foster teaching practices more attentive to the presence of sign language in schools. Thu, 28 Aug 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/14005 2025-08-28T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13781 Discurso governamental no Twitter/X: a instalação da polêmica sobre o covid-19, Amazônia e povos indígenas durante o primeiro ano de pandemia no Brasil Caldas, Júlia Klein Desde el inicio de la pandemia de covid-19 en Brasil, la mayor crisis sanitaria de este siglo, nos enfrentamos a la difusión de noticias falsas y polémicas sobre la enfermedad y otros temas sensibles para el país en ese momento, como las medidas para combatir el virus, protección de los pueblos indígenas, vacunación, altos niveles de deforestación en la Amazonía, entre otros. En muchos casos, la producción de discursos polémicos sobre estos temas provino del propio gobierno federal, bajo el mando de Jair Messias Bolsonaro. Las redes sociales jugaron un papel destacado en la difusión de estos contenidos, especialmente Twitter/X, que cuenta con una fuerte presencia de políticos y autoridades, siendo escenario de debates públicos y enfrentamientos virtuales. Ante esta realidad, el objetivo de esta investigación es investigar las marcas de argumentos polémicos en los discursos de gobierno de Jair Bolsonaro y del entonces Ministro de Medio Ambiente, Ricardo Salles, sobre el covid-19, la Amazonía y los pueblos indígenas, publicados en Twitter/ X, durante el primer año de la pandemia de coronavirus en Brasil (del 11 de marzo de 2020 al 11 de marzo de 2021), además de resaltar los recursos tecnodiscursivos movilizados por ellos para pronunciarse, como personalidades políticas, en esta red social. También nos interesa identificar y analizar las características de los tuits políticos y la constitución del ethos tecno-discursivo de ambos representantes, además de investigar tuits que marcan una oposición a una de las manifestaciones del gobierno, a favor del desmantelamiento de la legislación ambiental. Para responder a estos objetivos, desde una perspectiva ecológica y pos dualista, nos basamos en el Análisis del Discurso Digital, propuesto por la lingüista Marie-Anne Paveau (2013a; 2013b; 2021), sobre la polémica como modalidad argumentativa, a partir de los supuestos desarrollados. de Amossy (2017) y en la resignificación tecnodiscursiva (Paveau, 2019a; 2019b) y (Paveau; Lourenço; Baronas, 2021) como herramienta digital para cuestionar y responder a una afirmación ofensiva. Considerando el tweet político como una estrategia para componer un ethos tecno-discursivo (Longhi, 2013), también proponemos un diálogo con el ethos probado por Internet (Maingueneau, 2020) para identificar cómo se constituyen las imágenes de los representantes políticos en cuestión. La metodología utilizada en la investigación consiste en un análisis cualitativo basado en la noción de pequeño corpus, recomendada por Moirand (2020). En vista de lo anterior, este estudio concluye que los polémicos discursos promovidos por Bolsonaro y Salles, en Twitter/X, revelaron posiciones abiertamente anticientíficas y negacionistas sobre los temas del covid-19, la Amazonia y los pueblos indígenas. También identificamos la manifestación de un ethos tecno-discursivo ideológicamente marcado por el conservadurismo y el poco aprecio por las instituciones públicas, ya que los representantes se pronunciaron públicamente a favor de la explotación económica de los bosques y, al mismo tiempo, en contra de la preservación de los biomas y el mantenimiento de la vida indígena.; Since the beginning of the COVID-19 pandemic in Brazil, the biggest health crisis of this century, we have seen the spread of fake news and controversies about the disease and other sensitive issues in the country at that time, such as measures to combat the virus, protection of indigenous peoples, vaccination, high levels of deforestation in the Amazon, among others. In many cases, the production of controversial speeches about these issues came from the federal government itself, under the leadership of Jair Messias Bolsonaro. Social media played a prominent role in the dissemination of this content, especially Twitter/X, which has a strong presence of politicians and authorities, and is the stage for public debates and virtual confrontations. Given this reality, the objective of this research is to investigate the signs of controversial arguments in the government speeches of Jair Bolsonaro and the then Minister of the Environment, Ricardo Salles, about COVID-19, the Amazon, and indigenous peoples, posted on Twitter/X, during the first year of the coronavirus pandemic in Brazil (from March 11, 2020 to March 11, 2021), as well as to highlight the technodiscursive resources mobilized by them to express themselves, as political figures, on this social network. We are also interested in identifying and analyzing the characteristics of the political tweet and the constitution of the technodiscursive ethos of both representatives, in addition to investigating tweets that mark a counterposition to one of the government statements, in favor of dismantling environmental legislation. To respond to these objectives, from an ecological and post-dualist perspective, we base ourselves on Digital Discourse Analysis, proposed by linguist Marie-Anne Paveau (2013a; 2013b; 2021), on controversy as an argumentative modality, based on the assumptions developed by Amossy (2017) and on techno-discursive resignification (Paveau, 2019a; 2019b and Paveau; Lourenço; Baronas, 2021) as a digital tool for contesting and responding to an offensive statement. Considering the political tweet as a strategy for composing a techno-discursive ethos (Longhi, 2013), we also propose a dialogue with the ethos tested by the internet (Maingueneau, 2020) to identify how the images of the political representatives in question are constituted. The methodology used in the research consists of a qualitative analysis based on the notion of small corpus, advocated by Moirand (2020). Given the above, this study concludes that the controversial speeches promoted by Bolsonaro and Salles, on Twitter/X, revealed openly anti-scientific and denialist positions on the topics of COVID-19, the Amazon, and indigenous peoples. We also identified the manifestation of a techno-discursive ethos ideologically marked by conservatism and little appreciation for public institutions, as the representatives publicly declared themselves in favor of the economic exploitation of forests and, at the same time, against the preservation of biomes and the maintenance of indigenous lives. Mon, 28 Oct 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13781 2024-10-28T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13779 O ensino da produção textual escrita em sala de aula e a reverberação do agir docente: uma pesquisa em linguística aplicada no contexto da educação básica Pereira, Tamires Puhl The main objective of this thesis is to understand how teaching actions developed in Portuguese Language classes influence the learning of written text production by students in two classes of the final years of elementary school. Taking a qualitative-interpretive approach, the theoretical and methodological contributions on language and human development from Sociodiscursive Interactionism (ISD) are adopted, particularly focusing on the dimensions that emphasize the relationships between language, teaching, and educational work (Bronckart, 1999; 2006; 2008). This thesis also draws on the principle that work with written text production in school must be processual, guided, and systematic (Geraldi, 1986; 2012; Pereira, 2001; Cardoso et al., 2019; Gonçalves; Bazarim, 2022) and mediated by various text genres (Dolz; Schneuwly, 2004; Decândio; Dolz; Gagnon, 2010). The data analyzed stem from a set of lessons taught by one male and one female Portuguese language teacher, focusing on the dimension of real/concretized work (Guimarães; Drey; Carnin, 2011), carried out in sixth and seventh grade classes at a public school located in a municipality in the metropolitan area of Porto Alegre/RS. The classroom observation included audio and video recordings, field notes, and the collection of written text production activities developed by students in order to investigate the development of two teaching proposals focusing on written text production of the genres fairy tale (seventh grade) and fan fiction (sixth grade). For the analysis of the linguistic dimension of the data, two levels of textual architecture (general text infrastructure and enunciative mechanisms) proposed by Bronckart (1999) were adopted. Foundational didactic gestures (Aeby-Daghé; Dolz, 2007; Gomes-Santos, 2010; Dolz; Messias, 2015) identified in the teachers' actions in working with written text production were also analyzed. To analyze the students' written text production activities, the criteria for textuality (Marcuschi, 2008; Koch; Elias, 2018) and their relationship with the teaching project in which they were engaged were considered. The results of the analysis allowed for the identification and distinction of two types of reverberation of the teaching action in the students' learning of text production: (i) an explicit reverberation, which (co)responds to a request/instruction made by the teacher in their real/concretized work and is explicitly taken up and linguistically identified in the student's text, and (ii) an implicit reverberation, which (co)responds to a request/instruction made by the teacher in their real/concretized work, but linguistic clues of the effects of the teaching work are not identified in the student's text. This distinction between the types of reverberation shows that the teachers' actions, mediated especially by gestures appealing to memory, task formulation, and the use of didactic devices, reverberated more explicitly on the compositional structure of the genres explored in the written text production teaching projects. Furthermore, the analyses suggest the absence of more systematic work focused on developing aspects related to genericity that are not limited to the structural dimension of the genre in student productions. It is concluded that the results obtained can contribute to the theoretical and analytical advancement in the field of studies on interaction and learning of written text production in the Basic Education classroom, as well as offering contributions for the training of mother-tongue teachers to benefit from analyses of the teacher's real work and its effects on student learning. Wed, 26 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13779 2025-03-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13605 Narrativas e identidades de filhos e filhas de migrantes cearenses na Pérola do Tapajós Lima, Reizivaldo Pereira de The main objective of this research is to investigate how the identities of second generation sons and daughters of migrants from Ceará, living in the urban area of the city of Santarém (PA), who came to the city in the 1970s or 1980s, are constructed in their oral narratives in the face of the dominant discourse of social discredit. Three participants took part in the research: two women and one man, aged between 44 and 52. The research is of an interpretive qualitative nature, using narrative analysis. Narrative interviews via Google Meet and WhatsApp with audio and/or video recording were used to generate data. The research is based on the assumptions of Labov (1972), Labov and Waletzki (1962), Ochs and Capps (2001), Bucholtz and Hall (2005), Goffman (2008), Link and Phelan (2001), among others. Thus, supported by this theoretical and methodological framework, in the analyses carried out it was possible to observe that the narratives that emerged in the interaction are used to construct an identity of resilience and overcoming. This can be seen in the theme of narratives that highlight migration and settlement, emphasizing the adversities suffered in Ceará and Pará. The narratives not only recount events, but also construct and renegotiate identities. By emphasizing resilience in the face of adversity, participants construct an identity of overcoming and integration; when they mention discrimination, they reflect experiences of exclusion, opposition, or cultural negotiation. The interviews function as a site of resistance to prejudice, as they allow narratives to emerge that value positive aspects of their identity, thus undermining derogatory stereotypes. The narratives analyzed also show that the ability to move between the communities of Ceará and Pará is ambiguous: it can generate feelings of acceptance or of being "between worlds" without fully belonging to either; but it can also lead the individual to mix cultural elements from the two communities, generating a hybrid culture that converts multiculturalism into interculturalism. It can also be seen that family gatherings, sharing stories full of teachings and values, reinforce the sense of belonging and continuity among the children of migrants. Finally, cultural hybridization can build a conflicting identity, as the children of migrants simultaneously seek to honour their cultural roots and achieve acceptance and success in Pará society. These results highlight a context in which more research is needed to verify and better understand the impact of migration on the identity construction of children of migrants, giving them a voice and visibility. Fri, 29 Nov 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13605 2024-11-29T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13604 “Estou na rua... a gente trabalha”: identidades de mulheres venezuelanas na prostituição em Boa Vista-RR Cunha, Patrícia Socorro da Costa Since 2015, Brazil, especially the state of Roraima, has welcomed a growing number of migrants and refugees from Venezuela, with more than 134,071 people expected to be internalized by 2024, according to data from UNHCR and CONARE. This population influx has generated significant challenges, such as a lack of infrastructure and a negative impact on essential education, health, and security services. Among the consequences of this migratory phenomenon, the increase in prostitution stands out, especially among Venezuelan migrant women. Despite the importance of this issue, the identity construction of these women in the context of prostitution in Roraima is a gap in linguistic studies in this border context. This study aims to understand the narratives of migrant women from Venezuela and their identity construction as migrants, Venezuelans, and prostitutes living in the city of Boa Vista-RR, aiming to understand the challenges they face as sex workers in Brazil and how these women represent themselves in their narratives. The aim of this study is to understand the challenges they face as sex workers in a new country and how they represent themselves in their narratives. The research was conducted by listening to the narratives of three Venezuelan prostitutes who work on street corners in Boa Vista. The analysis of the narratives was based on the studies of Labov (1972), Bastos and Biar (2015) and Biar, Orton and Bastos (2021), adopting an Applied Linguistics approach. The narratives reveal that the migrants face the imposition of the Portuguese language instead of Spanish when serving their clients. They see prostitution as a legitimate occupation, free from guilt or prejudice, in a process of redefining their work. In addition, memory and identity are intertwined in their stories, with the migrants' main concern being to bring their families from Venezuela to Brazil, providing better living conditions for their relatives far from their home country. Tue, 10 Dec 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13604 2024-12-10T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13602 O desenvolvimento da competência metonímica e metafórica em aulas de Inglês: uma proposta a partir dos multiletramentos e do pensamento figurado Schabarum, John Richart Metonymy and metaphor are pervasive and central phenomena in our cognition, language (Radden and Kövecses, 1999; Lakoff; Johnson, 2002 [1980]) and discourse (Vereza, 2007, 2010, 2013a and 2013b). Littlemore and Low (2006a) argue that metonymy and metaphor are fundamental to language and its use, and that, because of this, additional language learners really need to engage with them. Given this, it would be natural that metonymy and metaphor, the most fundamental figures, should have a prominent role in additional language classes. However, developing aspects related to figurative language can become a challenge for the teacher, especially with students who are beginners. Thus, this study, in an attempt to fill this gap, has the general objective of verifying to what extent it is possible to develop the skills of understanding and producing metonymies and metaphors, that is, metonymic and metaphorical competence, in English as an additional language classes based on figurative thinking (Littlemore; Low, 2006a) and multiliteracies as pedagogical constructs (Kalantzis; Cope, 2012; Cope; Kalantzis, 2015; Kalantzis; Cope; Pinheiro, 2020). This study also has a specific objective: (i) to bring together the figurative thinking routine (Littlemore; Low, 2006a) and the knowledge processes of multiliteracies pedagogy (Kalantzis; Cope, 2012; Cope; Kalantzis, 2015; Kalantzis; Cope; Pinheiro, 2020). From a methodological point of view, this research is part of a qualitative approach. The data were generated with twenty-seven students in the context of developing English as an additional language classes, in two public schools in a municipality in the mountainous region of the state of Rio Grande do Sul. The research corpus is composed of (a) – answers given by the students to each question, whether written on forms or speech transcripts; (b) – explanations and diagrams made by the teacher, whether written on lesson plans or speech transcripts -; (c) – posts produced by the students - . The results show that it was possible to develop the metonymic and metaphoric competence of the participants. It is concluded that the approximation between the figurative thinking routine and the knowledge processes of the pedagogy of multiliteracies appear to be effective for the development of these competences. Thu, 16 Jan 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13602 2025-01-16T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13478 Sentidos de Atendimento Educacional Especializado produzidos por professoras de salas de recursos multifuncionais de um município gaúcho da região metropolitana León, Silvana Corrêa Vieira de The present study, part of the Graduate Program in Applied Linguistics at Unisinos, in the Language and School Practices research line, aims to identify the meanings of Specialized Educational Assistance (AEE) that emerge from the discursive productions of teachers working in Multifunctional Resource Rooms (SRM) in a municipality in the metropolitan region of Porto Alegre and the effects produced in pedagogical relations in the context of Inclusive Education. The thesis analyzes aspects involving the field of language in Special and Inclusive Education, adopting Vygotsky's Sociocultural Theory (2008) as a base, emphasizing the role of language, interaction, collaborative mediation, and the socio-historical process in individual development. From an inclusive perspective, Special Education is considered integrated into the regular school’s pedagogical proposal. The study adopts a qualitative-interpretative approach, using narrative analysis and considering linguisticinteractional and discursive aspects, based on the studies of Moita Lopes (2006), Bastos and Biar (2005, 2015). Data were generated through semi-structured online interviews, due to the Covid-19 pandemic, and a face-to-face formative meeting in June 2022. The results indicate movements in teachers' practices, especially in collaboration with common room teachers, showing a meaning for AEE that goes beyond individualized work in SRMs. Nationally, movements and tensions in the field of Special Education highlight the importance of AEE and the meanings produced by teachers in this context. The National Policy on Special Education from the perspective of Inclusive Education (PNEEPEI) (BRASIL, 2008) and the CNE/CEB Resolution 4/2009 guide the organization and functioning of AEE, specifically in SRMs. AEE is seen as a space for re-signifying pedagogical practices in the inclusive context. The discursive productions of teachers reveal actions that promote possible shifts in meanings for AEE in the school setting, requiring articulation with school management. The importance of listening to AEE teachers is reiterated to strengthen their teaching protagonism and tension shifts in meanings regarding the attributions of this professional. The thesis defends the potential contribution to the training of AEE teachers in the municipal network, from the understanding of the role of language in inclusive practices in schools, SRMs, and interaction with the entire school community.; El presente estudio, insertado en el Programa de Posgrado en Lingüística Aplicada de Unisinos, línea de investigación Lenguaje y Prácticas Escolares, tiene como objetivo identificar los sentidos de AEE que emergen de las producciones discursivas de las profesoras que actúan en Salas de Recursos Multifuncionales (SRM) en un municipio de la región metropolitana de Porto Alegre y los efectos producidos en las relaciones pedagógicas en el contexto de la Educación Inclusiva. La tesis analiza aspectos que involucran el campo del lenguaje en la Educación Especial e Inclusiva, adoptando la Teoría Sociocultural de Vygotsky (2008) como base, enfatizando el papel del lenguaje, la interacción, la mediación colaborativa y el proceso histórico-social en el desarrollo individual. Desde una perspectiva inclusiva, se considera la Educación Especial integrada a la propuesta pedagógica de la escuela regular. El estudio adopta un enfoque cualitativo-interpretativo, utilizando el análisis de narrativa y considerando aspectos lingüístico-interaccionales y discursivos, basándose en los estudios de Moita Lopes (2006), Bastos y Biar (2005, 2015). Los datos se generaron a través de entrevistas semiestructuradas en línea, debido a la pandemia de Covid-19, y un encuentro formativo presencial en junio de 2022. Los resultados indican movimientos en las prácticas de las profesoras, especialmente en colaboración con los profesores de la sala común, evidenciando un sentido para el AEE que va más allá del trabajo individualizado en las SRM. A nivel nacional, los movimientos y tensiones en el campo de la Educación Especial destacan la importancia del AEE y los sentidos producidos por los profesores en este contexto. La Política Nacional de Educación Especial en la perspectiva de la Educación Inclusiva (PNEEPEI) (BRASIL, 2008) y la Resolución 4/2009 del CNE/CEB orientan las directrices para la organización y funcionamiento del AEE, específicamente en las SRM. El AEE se considera un espacio de resignificación de prácticas pedagógicas en el contexto inclusivo. Las producciones discursivas de las profesoras revelan acciones que promueven posibles desplazamientos de sentidos para el AEE en el entorno escolar, necesitando articulación con la gestión escolar. Se reitera la importancia de momentos de escucha a las profesoras del AEE para fortalecer el protagonismo docente y tensionar los desplazamientos de sentidos sobre las atribuciones de este profesional. La tesis defiende la contribución potencial para la formación de profesores del AEE de la red municipal, a partir de la comprensión del papel del lenguaje en las prácticas inclusivas en las escuelas, SRM y en la interacción con toda la comunidad escolar. Thu, 13 Jul 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13478 2023-07-13T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13475 Semântica de frames, harmonização terminológica e computação: o uso de frames semânticos como princípio organizador para a harmonização de termos e conceitos e a representação do conhecimento em large language models Vianna, Ana Luiza Treichel This PhD dissertation aims to investigate the role of Frame Semantics as an organizing principle for an ERP database, contributing to terminological harmonization, as well as automating this task in a Large Language Model. With digital transformation and the use of Large Language Models (LLMs), such as ChatGPT (OpenAI, 2024), many activities that were previously performed manually are now being automated. In the business context, data processing was once carried out separately to manage a company. Today, we have Enterprise Resource Planning (ERP) software, which integrates all areas of an institution to enable data sharing across all corporate sectors, from Human Resources to Logistics. To make communication more efficient and avoid terminological inconsistencies, the International Organization for Standardization (ISO) developed the ISO 860:2007 recommendation on the harmonization of terms and concepts, which seeks to harmonize terminology within a domain. For this task, ISO relied on the assumptions of Wüster (1968, 1974) and the General Theory of Terminology (Felber, 1979), which do not take contextual, cognitive, and variational aspects into account, nor allow for the harmonization of terms from two or more domains simultaneously. Regarding company terminology, different terms are often used to refer to the same concept in different areas. To address this terminological issue, at a theoretical level, Frame Semantics (Fillmore, 1967, 1976, 1982, 1985) was used to support the mapping of the ERP and its components. For terminological study, Frame-based Terminology (Faber, 2012, 2014, 2015) was utilized to analyze and organize the software’s terminology. With this foundation, a semantic-terminological approach for the harmonization of terms and concepts was proposed. On a practical level, a Knowledge Graph was designed with semantic frames of the ERP, and the harmonization methodology was automated in an LLM by developing different prompt strategies for the model to perform harmonization according to the thesis' proposal. Corpus Linguistics was used as the methodology to compile research corpora, allowing for the extraction of terminology and the selection of terms to be harmonized. After selecting the terms, three terminological sets were analyzed, and manual harmonization was proposed for each group. Subsequently, two language models, ChatGPT-4 and ChatGPT-4 32k, were used to automate the semantic-terminological proposal for harmonizing terms and concepts. The experiments carried out in this study showed that Frame Semantics serves as an organizing principle for ERP and contributes to harmonization, providing more linguistic data for selecting the main term and its variants. Regarding automatic harmonization in an LLM, it was observed that the model at temperature 1 produced harmonization like the one performed manually, as it considered all contextual information from terminological definitions and knowledge representation combined with its creativity. It was observed that a semantic-terminological database enhances the harmonization task by providing more context and linguistic content. Moreover, it was demonstrated that it is possible to automate harmonization in an LLM, achieving results similar to the manual harmonization. Finally, we highlight that the combination between Frame Semantics, Frame-based Terminology and Artificial Intelligence allowed the elaboration of the ERP conceptual structure, as well as it contributed to the organization of the software’s terminology, allowing to give a sturdy design to the harmonization of terms and concepts and to automatize such task in a Large Language Model in a more precise and efficient way. Wed, 30 Oct 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13475 2024-10-30T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13306 “Ho Imparato um po’... um po’ a pensare in inglese”: potentialities of literature in Brazilian and Italian public schools, in the light of sociocultural historical theory Seerig, Elisa The literary text has humanising potential, it is understood as an "emotional calibrator" and, for this reason, everyone should be permitted its access. In the study of English in basic education, however, various circumstances mean that its approach is neglected or only focussed on structural issues of the language. Among the many reasons for this are the low weekly workload, teachers' excessive number of classes, educational regulations that do not include literary texts, and the diverse proficiency levels of students in the same group. In addition, there is the belief that one must have a certain level of language acquisition to be able to appreciate literature in English. Given the importance of reading and writing literature for not only linguistic but also subjective development, this thesis aims to encourage the development of critical literacy in English in these spheres. To this end, this study sought to identify the potentialities of a brief teaching proposal, consisting of two 50-minute lessons, focused on reading, discussing, and writing a literary text (poem/song) in English, developed and analysed in the light of Vygotsky's Sociocultural Historical Theory. These lessons took place in two contexts, in the first year of Technical Secondary Education: in Brazil, in 2021, remotely due to the Covid-19 pandemic, and in Italy, in person, in 2023. Data generated includes the lessons given, the questionnaires answered by the students about their learning of English and their contact with literature in the language, as well as interviews conducted with volunteer students after the lessons, being two from Brazil and seven from Italy. Based on Sociocultural Historical Theory concepts, and using Content Analysis to organize the data, the results attest: i) the importance of proposing varied activities that provide students with the vocabulary needed to understand the literary text, at the different proficiency levels of the class (thus potentializing the different Zones of Proximal Development) ii) the relevance of discussing the text in groups to stimulate critical literary literacy; and iii) the positive impacts of providing poetry writing as a subjective and meaningful way of acquiring the new language, generating, in this set of activities, motivation to continue learning. It also sheds light on the importance of continuous teacher education, so that they master strategies and feel motivated to apply them in their classrooms, even with little time and few resources available. Academically speaking, this thesis also contributes to the necessary approximation of the traditionally separate of Linguistics and Literature in the field of Letters.; Il testo letterario ha un potenziale umanizzante, è inteso come un "calibratore emozionale" e, per questo motivo, a tutti dovrebbe essere consentito il suo accesso. Nell'ambito dello studio dell'inglese nell'istruzione di base, tuttavia, diverse circostanze fanno sì che il suo approccio venga trascurato o si concentri solo su questioni strutturali della lingua. Tra le molte ragioni vi sono il basso carico di lavoro settimanale, l'eccessivo numero di lezioni degli insegnanti, i regolamenti didattici che non includono testi letterari e i diversi livelli di competenza degli studenti nello stesso gruppo. Inoltre, c'è la convinzione che si debba avere un certo livello di acquisizione linguistica per poter apprezzare la letteratura in inglese. Data l'importanza della lettura e della scrittura della letteratura per lo sviluppo non solo linguistico ma anche soggettivo, questa tesi si propone di incoraggiare lo sviluppo di una literacy critica in inglese in questi ambiti. A tal fine, questo studio ha cercato di individuare le potenzialità di una breve proposta didattica, consistente di due lezioni di 50 minuti, incentrate sulla lettura, la discussione e la scrittura di un testo letterario (poesia/canzone) in inglese, sviluppato e discusso alla luce della Teoria Socioculturale Storica di Vygotsky. Queste lezioni si sono svolte in due contesti, nel primo anno dell'istruzione superiore tecnica: in Brasile, nel 2021, a distanza a causa della pandemia di Covid-19, e in Italia, di persona, nel 2023. I dati generati comprendono le lezioni tenute, i questionari compilati dagli studenti sull'apprendimento dell'inglese e sul loro contatto con la letteratura in tale lingua, nonché le interviste condotte con gli studenti volontari dopo le lezioni, due dal Brasile e sette dall'Italia. Sulla base dei concetti della Teoria Socioculturale Storica e utilizzando l'Analisi del Contenuto per organizzare i dati, i risultati attestano: i) l'importanza di proporre attività diversificate che forniscano agli studenti il vocabolario necessario per comprendere il testo letterario, ai diversi livelli di competenza della classe (potenziando così le diverse Zone di Sviluppo Prossimale); ii) l'importanza di discutere il testo in gruppo per stimolare l'alfabetizzazione letteraria critica; e iii) l'impatto positivo di fornire la scrittura di poesie come un modo soggettivo e significativo di acquisire la nuova lingua, generando, in questa serie di attività, la motivazione a continuare l'apprendimento. Inoltre, fa luce sull'importanza della formazione continua degli insegnanti, in modo che conoscano le strategie e si sentano motivati ad applicarle nelle loro classi, anche con poco tempo e poche risorse a disposizione. Dal punto di vista accademico, questa tesi contribuisce anche al necessario avvicinamento della linguistica e della letteratura, tradizionalmente separate nel campo delle Lettere. Wed, 29 May 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13306 2024-05-29T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13258 Desenvolvimento de língua inglesa em uma oficina de criação colaborativa de memes com estudantes da EJA/EPT: uma pesquisa-ação à luz da teoria sociocultural e dos multiletramentos Souza, Manuela da Silva Alencar de The English language curriculum in Youth and Adult Education integrated with Professional and Technological Education (EJA/EPT) is not pre-designed. However, the base document prescribes that the curriculum should be structured to help learners develop as individuals (Brasil, 2007). According to Gomes Junior et al. (2022), digital technologies are already recognized as effective in Brazil. Thus, they can be used to teach and learn English as an additional language. Furthermore, communication nowadays largely takes place by means of digital media, which demands a pedagogical approach based on multiliteracies (Cazden et al., 1996; Kalantzis; Cope, 2012; Kalantzis; Cope; Pinheiro, 2020) and on the sociocultural theory of Vygotsky, which in turn highlights the importance of interaction in human development (Vygotsky, 1978; Vygotsky et al., 2006; Lantolf, 2000; Lantolf; Thorne, 2006; Lantolf et al., 2015). Taking into account the context of modern interaction practices in which digital technologies play a role in mediating relationships, we sought to build the theoretical support of this thesis under the combination of the following assumptions: a) teaching and learning English as an additional language based on Sociocultural Theory; b) collaborative tasks and collaborative dialogue principles; c) multiliteracies and intersections with social semiotics, multimodality, and meaning-making as a design process; d) digital technologies, digital genres, and additional language teaching-learning; and e) concept of meme, remix, internet meme, and macro image meme. Thus, this study aims to investigate how collaborative tasks based on the digital genre meme, mediated by digital technologies, can help learners improve their English language skills in cyberspace. The methodology of this study is qualitative and interpretative, whose investigative procedure is action research, based on the formulation of analytical categories following the open model, as they were not given a priori, but emerged during the analysis. In this way, we sought to triangulate, analyze, and discuss the collaborative dialogues, the memes produced by the participants, their diaries, the stimulated recall, and evaluation sessions about a remote workshop in which EJA/EPT students read and produced the digital genre meme in English with the mediation of digital technologies. The results present evidence that the learners were involved in collaborative designing, as they advanced in the dynamic space of their Zone of Proximal Development (ZPD) in search of the collaborative redesign, memes in English. Therefore, the thesis provides evidence that the situated practice, in which participants constructed meaning from the digital meme genre, which served as a basis for them to reflect and use the meaning constructed in another context, enabled the development of a transformed practice, promoting them to digital content designers, as well as learners with a certain autonomy for learning English mediated by digital technologies. Mon, 25 Mar 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13258 2024-03-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13122 “O que tu tem pra negociá comigo pra eu não voltá pra guerra?”: juvenicídio educacional em pequenas histórias de jovens em escola de atendimento socioeducativo Bastos, Sabrina Cecília Moraes Although the school education of young people in conflict with the law is guaranteed by law (BRASIL, 1990; BRASIL, 2012), In practice, educational processes in socio-education are not always fulfilled, as stated in the law. Faced with this reality, in this thesis, in line with the objectives of the “New Meanings [...]” project, I seek to deepen reflections that start from the paths, interests and ways of perceiving the reality of young people in the final years of elementary school, considering their condition of being young in the midst of their life circumstances, deprived of freedom, in a socio-educational measure, and, not by choice, enrolled in a school by law. When considering the intrinsic relationships between language and reality, the research question that mobilizes this thesis is indicated as follows: what do narrative performances in short stories reveal in relation to school and the life trajectories of young people in socio-education, in the schooling context in the final years of elementary school? Thus, the general objective of this study is to identify which Discourses constitute the meanings, of school, in the face of the life paths, of adolescents in the final years of Elementary School, in a socio-educational measure, through narrative performances in small stories and imagetic narratives about the ideal school. Thirteen excerpts from narratives and image narratives from two classes are analyzed. For this, theoretical concepts related to Discourse are used (GEE, 1999, 2004) and performative view of language (AUSTIN, 1990; PENNYCOOK, 2004; 2007). In conjunction with concepts concerning language, the analyzes are also based on theoretical reflections relating to vulnerability, precariousness, and violence (BUTLER, 2016a; 2016b; 2021), in convergence with juvenicide studies (VALENZUELA ARCE, 2012, 2021, 2022). In the narrative performances in short stories in focus, it is possible to identify that these young people have their lives marked by a set of social inequalities that begin with the territory and extend to the lack of access to urban infrastructure resources, as well as basic rights. This leads us to think that Discourses and meanings about school are part of a set of much more comprehensive social problems, which go beyond the reach of the school. Mon, 18 Dec 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13122 2023-12-18T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13014 A heterogeneidade tecnoenunciativa no ecossistema twitter em um conjunto de tuítes reunidos pela hashtag #divulgaçãocientífica Glück, Eduardo Paré Within the scope of Digital Discourse Analysis (DDA), the present study aims to investigate the phenomenon of technoenunciative heterogeneity, in particular reported technodiscourse, and its implications for the action of disseminating science, in scientific dissemination tweets gathered by the hashtag #scientificdissemination. The theoretical contribution is based on DDA studies, especially technoenunciative heterogeneity, focusing on reported technodiscourse, in the light of Paveau (2013; 2014; 2016; 2017; 2021), in the theory of enunciative heterogeneities, via Authier-Revuz (1990; 1998 ; 1999; 2001; 2004; 2008; 2020), Charaudeau (1992, 2008; 2013), Maingueneau (2002; 2014), Brito (2010), Cavalcante et al. (2020) and Pinheiro et al. (2020), and in the postulates about reported speech shared on the Web, according to Grossmann and Rosier (2018) and Grossmann (2019). This investigation comprises description, analysis, and interpretation of a set of five scientific dissemination tweets. This is a qualitative study, supported by the notion of a small corpus, according to Moirand (2020). Through analysis, on Twitter, the category of reported technodiscourse postulated by Paveau (2015; 2017; 2021) is updated, based on the complexity of native digital discourse, allowing a new concept for this object of study through the congruence between Rosier and Grossmann (2018) and Grossmann (2019) and Paveau (2021). Therefore, anchored in the theories of the aforementioned researchers, this research establishes the concept called reported technodiscourse shared on the Web. It is noteworthy, thus, that the theoretical combination carried out in this thesis can offer a more comprehensive overview of the technodiscourse reported category in the Twitter ecosystem, as well as a contribution to Applied Linguistics, the studies of Text, Discourse, and Digital Discourse. Fri, 19 Jan 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13014 2024-01-19T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13013 Escrita digital e encenação tecnoenunciativa na rede social Twitter: a voz de Natalia Pasternak em defesa da ciência durante a pandemia de Covid-19 Campani, Daiana During the Covid-19 pandemic, especially in Brazil, it was necessary to combat, in addition to SARS-CoV-2, the infodemic and scientific denialism. The denial of science was even propagated by members of the federal government, especially by the then President of the Republic, Jair Bolsonaro, who acted without complying with the recommendations of specialists. In this scenario, some scientists began to defend and disseminate science on their social networks. A survey by Science Pulse and the Brazilian Institute of Research and Data Analysis (IBPAD) revealed who were the main Brazilian scientist influencers on Twitter in the first year of the pandemic. The institutions collected tweets about Covid-19 posted by Brazilian researchers and institutions from June to October 2020, and they measured the influence of these profiles considering three criteria: popularity, authority, and articulation. In the authority criterion, one of the names mentioned was Natalia Pasternak. This thesis' investigative focus is on this scientist's tweets, based on the assumption that tools for analyzing pre-digital texts do not consider the specificities of technotexts, which need to be investigated based on an epistemological conception that considers them to be inseparably co-constituted by language and technology. In this sense, this work is anchored in Digital Discourse Analysis (DDA), proposed by Marie-Anne Paveau. This research aims to investigate, from an ecological and post-dualist perspective, how digital writing and Pasternak's technoenunciative staging are constructed in tweets during the pandemic, considering the restrictions and possibilities of the Twitter ecosystem. The study proposes the concept of “technoenunciative staging” to linguistically mark a new perspective for the investigation of putting oneself on stage in the digital, starting from the concept of the scene of enunciation, by Dominique Maingueneau. The research is qualitative and its methodology is also one of its objects of study, as technotexts present characteristics, such as instability, which pose challenges to the researcher. To generate data, screenshots of the two most liked tweets by Pasternak's followers were used, considering biweekly intervals, from June 2020 to June 2021, totaling 52 tweets. Furthermore, four tweets were selected in which the scientist brings, through reported technodiscourse, her columns from another ecosystem, the newspaper O Globo. Three qualitative analytical stages were established, named as follows: (1) Analysis of the categories and dimensions of DDA, at the morpholexicological, enunciative, discursive, and semiodiscursive levels; (2) Most recurring topics in the corpus, in which eight tweets with topics that stood out are analyzed ; and (3) Tweets alluding to the columns, with the analysis of tweets with texts from the newspaper. It is defended the thesis that Pasternak, between restrictions and possibilities, makes use of the ecosystem's technolinguistic resources, taking advantage, mainly, of characteristics such as non-linear reading and hybridization, as well as categories such as technographicism and reported technodiscourse as resources to construct a technoenunciative enactment that is based on an ethos of authority, both of herself and of science. Digital writing and technoenunciative staging are hybrids and co-constructed with other enunciators, including the machinic one. The results can contribute to the field of textual-discursive analysis, to scientific dissemination and to the promotion of the culture of science. Wed, 10 Jan 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13013 2024-01-10T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12854 A ciberviolência discursiva presente na ampliação tecnodiscursiva: comentários-troll dirigidos ao divulgador científico Atila lamarino em tuítes sobre a Covid-19 Nunes, Dieila dos Santos In a historical context of public health crisis in Brazil, the first year of the Covid-19 pandemic was marked by the defense of scientific and anti-scientific agendas. On the one hand, we experience the unbridled dissemination of fake news and theories of denial of scientific knowledge; on the other hand, we follow the hard work of scientists in the search for vaccines and treatment for Covid-19 and of scientific popularizers in the activity of public communication of science to the non-specialized public. Social media played an essential role in this context to inform the results of research on Sars-CoV-2, but also facilitated the promotion of disinformation and denialist discourses. The biologist and microbiologist Atila Iamarino is among the main scientific popularizers who gained notoriety for their work in the dissemination of science and conquered other media spaces during this period. However, the bursting of the disclosure bubble, marked by his participation in the Roda Viva Program in March 2020, led to numerous attacks of verbal violence against him as a spokesperson for science. They were carried out by individuals who deny science, a phenomenon that occurred mainly in response to tweets promoting science published by @oatila on the digital social network Twitter. Faced with this scenario, the objective of this research is to identify and analyze technodiscursive marks of cyberviolence in troll comments made in the publications of the scientific popularizer Atila Iamarino about Covid-19 on Twitter and to verify their relationship with the technodiscursive expansion. For the fulfillment of these objectives, we base ourselves on the assumptions of Fiorin (2017) and Perelman e Tyteca (2005), with regard to arguments that aim exclusively to disqualify the opponent, the reflections of Seara (2015, 2017, 2020, 2021 ) and Cabral (2015, 2017a, 2017b, 2018, 2019) on conflicting interactions in social media, and the characteristics described by Charaudeau (2009, 2016) of the science communication discourse. In order to theoretically reflect on discursive cyberviolence, we adopted the Digital Discourse Theory (DDA) proposed by the French linguist Marie-Anne Paveau (2013, 2015, 2016, 2017, 2021). The research is methodologically defined as exploratory, bibliographical and with a dialectical approach, and its data generation period is from January to June 2020. In our quantitative analysis, we identified 2,026 troll-comments directed at @oatila during this period, 900 of which were concentrated in April's tweets. Thus, we qualitatively analyzed the 4 tweets with the most troll comments of that month and the first 5 comments of each one of them, totaling 20 troll comments. We identified that discursive cyberviolence manifests itself through techno-language elements, in a composite and intrinsic relationship between user-device-ecosystem. Regarding the process of expanding the discussion on Covid-19, we conjecture that there is no productive exchange between these users and @oatila, as their sole objective is to aggressively attack it, deny the scientific knowledge disclosed, defend anti-scientific guidelines and a political-ideological positioning. Therefore, discursive cyberviolence practiced within an essentially polarizing space can originate from a form of doxa instituted by a set of troll comments within the Twitter ecosystem.; En un contexto histórico de crisis de salud pública en Brasil, el primer año de la pandemia de la Covid-19 estuvo marcado por la defensa de las agendas científica y anticientífica. Por un lado, experimentamos la difusión desenfrenada de fake news y teorías de negación del conocimiento científico; por otro lado, seguimos el arduo trabajo de los científicos en la búsqueda de vacunas y tratamiento para el Covid-19 y de los divulgadores científicos en la actividad de comunicación pública de la ciencia al público no especializado. Las redes sociales jugaron un papel fundamental en este contexto para informar los resultados de las investigaciones sobre el Sars-CoV-2, pero también facilitaron la promoción de la desinformación y los discursos negacionistas. El biólogo y microbiólogo Atila Iamarino se encuentra entre los principales divulgadores científicos que ganaron notoriedad por su labor en la divulgación de la ciencia y conquistaron otros espacios mediáticos durante este período. Sin embargo, el estallido de la burbuja de la divulgación, marcada por su participación en el Programa Roda Viva en marzo de 2020, provocó numerosos ataques de violencia verbal en su contra como vocero de la ciencia. Fueron realizadas por personas que niegan la ciencia, fenómeno que ocurrió principalmente en respuesta a los tuits de promoción de la ciencia publicados por @oatila en la red social digital Twitter. Ante este escenario, el objetivo de esta investigación es identificar y analizar las marcas tecnodiscursivas de la ciberviolencia en los comentarios troll realizados en las publicaciones de la divulgadora científica Atila Iamarino sobre el Covid-19 en Twitter y verificar su relación con la expansión del tecnodiscurso. Para el cumplimiento de estos objetivos, nos basamos en las presuposiciones de Fiorin (2017) y Perelman & Tyteca (2005), respecto a los argumentos que apuntan exclusivamente a descalificar al oponente, las reflexiones de Seara (2015, 2017, 2020, 2021 ) y Cabral (2015, 2017a, 2017b, 2018, 2019) sobre las interacciones conflictivas en las redes sociales, y las características descritas por Charaudeau (2009, 2016) del discurso de la comunicación científica. Para reflexionar teóricamente sobre la ciberviolencia discursiva, adoptamos la Teoría del Discurso Digital (DDA) propuesta por la lingüista francesa Marie-Anne Paveau (2013, 2015, 2016, 2017, 2021). La investigación se define metodológicamente como exploratoria, bibliográfica y con enfoque dialéctico, y su período de generación de datos es de enero a junio de 2020. En nuestro análisis cuantitativo, identificamos 2.026 comentarios-trol dirigidos a @oatila durante este período, de los cuales 900 fueron concentrada en los tuits de abril. Así, analizamos cualitativamente los 4 tuits con más comentarios troll de ese mes y los 5 primeros comentarios de cada uno de ellos, totalizando 20 comentarios troll. Identificamos que la ciberviolencia discursiva se manifiesta a través de elementos tecno-lenguaje, en una relación compuesta e intrínseca entre usuario-dispositivo-ecosistema. En cuanto al proceso de ampliación de la discusión sobre el Covid-19, conjeturamos que no existe un intercambio productivo entre estos usuarios y @oatila, ya que su único objetivo es atacarlo agresivamente, negar el conocimiento científico divulgado, defender lineamientos anticientíficos y un posicionamiento político-ideológico. Por lo tanto, la ciberviolencia discursiva practicada dentro de un espacio esencialmente polarizador puede originarse a partir de una forma de doxa instituida por un conjunto de comentarios troll dentro del ecosistema de Twitter. Wed, 30 Aug 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12854 2023-08-30T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12785 Do coletivo e seus sentidos no desenvolvimento profissional docente: pistas linguageiras em uma proposta de formação continuada em comunidade Matias, Joseane This thesis deals with language, interaction and professional development, assuming the relationship between the collective and the individual as a space for emergence and potentialization of reflection on teaching action and teacher training. Its main objective is to analyze language traits/clues of teaching professional development in verbalizations of a Portuguese language teacher, based on her participation in a professional development community (GUIMARÃES; CARNIN, 2020). To this end, an action research was developed that accompanied this Portuguese language teacher throughout a four-year training course (2018-2022), whose main motto was, from the development of Didactic Projects of Genre (GUIMARÃES; KERSCH , 2012), contribute to the renewal of Portuguese language teaching and the reconfiguration of teaching practices in the context of a municipal teaching network in the metropolitan region of Porto Alegre (RS). Throughout the training course, different interaction-training movements were proposed (group meetings, mentoring and individual interviews), which allowed for the alternation of roles in training and in the modes of participation (LAVE; WENGER, 1998; WENGER, 2001) of teacher participating in the research. These moments fostered reflection on concepts related to working with text genres in the classroom, the reconfiguration of representations about teaching work “on the school floor” and the legitimation of the collective as a community for teaching professional development. The data that make up the research corpus, analyzed mainly in the light of Sociodiscursive Interactionism (BRONCKART, 1999, 2006, 2011, 2013), focused on the types of discourse and the mechanisms of enunciative accountability, from which it was possible to observe that the alternation of roles experienced by the teacher participating in the research raised the interpretative debate, the awareness and the (potential) reconfiguration of the teaching action, important movements for the individual development and, also, for the consolidation of a community of professional teaching development. In the data analyzed, it was possible to verify that the didactic device “Genre Didactic Project” worked as a formative device, catalyzing a series of movements of reconfiguration of the teaching action that emerged in the tension between the individual and collective representations that were captured from the language action of the teacher. teacher participating in the research. Likewise, we highlight mentoring as a space for interlocution and joint construction, which fostered reflection-in-action (SCHÖN, 1992) and increased the movement towards redefining the work of a teacher who teaches Portuguese in Basic Education. In addition, it was concluded that the collective is a powerful element for the professional development of teachers, considering that it is in social interaction that we constitute ourselves as individuals and that we can also (re)signify the professional dimension of our actions. Thu, 27 Jul 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12785 2023-07-27T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12659 Memórias e histórias: performances narrativas de mulheres acometidas pela doença de Alzheimer Louro, Katiuscia de Almeida Custodio This thesis aims to investigate the narrative performances of people affected by AD in situations of face-to-face interaction, analyzing what these undertakings demonstrate in terms of identity construction. Inserted in the field of Applied Linguistics, this work has a qualitative character, fundamentally interpretive, using the narrative research approach in the generation of data in open interviews with three participants affected by AD. Aligned to a socioconstructionist conception, we consider the conversational narratives that emerge in face-to-face interactions as the locus of construction of who we are and as a privileged place for people affected by AD to reaffirm themselves and build their identities locally. Combining the concept of co-constructed narrative (OCHS; CAPPS, 2001) with the notion of performance, according to Goffman (1998) and Bauman (1986), we seek to identify how oral narratives are structured, how participants manage their performances in interaction and how they build their identities by means of narratives. Thus, the theoretical constructs indexicality (SILVERSTEIN, 2003), footing (GOFFMAN, 1998) and contextualization clues (GUMPERZ, 1998) make explicit the materiality of the expressive resources for the construction of meanings mobilized by the participants. To this end, our study analyzed five narratives that emerged in the recorded interactions with the participants, in open interviews, that is, without a pre-defined script, in their homes, in order to provide a greater naturalness to the situation and greater comfort to the participants. This analysis was organized based on the model of slides by Biar, Orton and Bastos (2021), by which it is possible to verify: i) the organization of the narratives according to the dimensions proposed by Ochs and Capps (2001); ii) the way people affected by AD handle their performances in interaction; iii) the way people construct their identities by means of narrative. The results of our analysis reveal that the narratives of the participants affected by AD have observable dimensions, as proposed by Ochs and Capps (2001), which reveal the degree of their participation in the interaction, highlighting the essential role that collaboration plays in this context. In addition, it can be seen that the participants make use of different semiotic resources in order to build their narrative performances and, more than that, in order to re-signify experiences and represent themselves to the interlocutor, pointing to identity constructions which reveal their social role. Fri, 14 Jul 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12659 2023-07-14T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12651 Letramentos para o habitar a educação OnLIFE: a formação de professores-pesquisadores da pós-graduação Andrade, Fabrício Dias de La presente tesis doctoral en Lingüística Aplicada, titulada LETRAMIENTOS PARA EL HABITAR LA EDUCACIÓN OnLIFE: la formación de docentes-investigadores del posgrado, se desarrolla en el contexto de la línea de investigación Lenguaje y Prácticas Escolares y se vincula a la investigación EL URBANO Y EL POSURBANO COMO ESPACIOS DE APRENDIZAJE: formación de docentes e investigadores en la cultura híbrida y multimodal. El problema que da origen a la tesis surgió al habitar el territorio de la investigación y busca comprender cómo la vivencia y la experiencia de una práctica pedagógica inventiva puede contribuir al desarrollo de letramientos del docente del posgrado en y para el lugar de trabajo. A partir de la apropiación del método cartográfico de investigación-intervención (KASTRUP, 2007, 2008; PASSOS, KASTRUP y ESCÓSSIA, 2009; PASSOS, KASTRUP y TEDESCO, 2014), el objetivo principal de la investigación consistió en analizar, a través del lenguaje, los letramientos que surgen y son desarrollados por docentes-investigadores de maestría y doctorado que participan en un curso de especialización ofrecido por una universidad comunitaria en la Región Sur de Brasil que, desde la perspectiva de la co-creación, pretende diseñar y concebir la Educación OnLIFE en el posgrado. Es una formación fundamentada en un diseño curricular diferenciado, organizado y desarrollado en base a las Cinco Dimensiones de la Formación Docente (5DsFD) (SCHLEMMER, 2019), las cuales están asociadas un conjunto de competencias. La formación, a la luz de este currículo, se desarrolla a partir de un proceso que implica habitar, monitorear y evaluar constantemente el camino formativo desarrollado por los participantes. Para esto, habitamos diferentes tecnologías y plataformas digitales (Facebook, WhatsApp y Microsoft Teams), con el fin de comprender las huellas dejadas por cinco docentes que vivieron el curso de la Práctica Pedagógica Simpoiética, Inventiva, Gamificada y ONline/OnLIFE (SaIGOn) Nuevas aventuras de Don Quijote (OLIVEIRA, ANDRADE y SCHLEMMER, 2022) y que, posteriormente, concibieron sus propias prácticas inventivas. En vista del análisis, fue posible identificar cómo y de qué forma se desarrollaron los letramientos de los participantes a lo largo del proceso de vivencia y experiencia inventiva/formativa que atravesaron, cumpliendo con el objetivo de la investigación, de lo que se destacan los siguientes: i) los multiletramientos, dada la apropiación de tecnologías digitales y las diferentes formas de producir textos frente a la multiplicidad multisemiótica presente en todos los territorios habitados; ii) el letramiento lingüístico, por la necesidad de apropiarse de los lenguajes en diferentes ámbitos; iii) el letramiento del docente y el letramiento del docente en y para el local trabajo, ya que la experiencia adquirida articula diferentes habilidades y competencias inherentes a su ejercicio dentro de la institución de enseñanza y, además, promueve prácticas pedagógicas/sociales que apuntan a la mejora de las prácticas y metodologías de los espacios de formación en los que se inserta; iv) el letramiento académico, que involucra todos los conocimientos adquiridos en su proceso de enseñanza y de aprendizaje y su producción y sistematización por medio de la educación formal que se desarrolla en la universidad y; v) el letramiento científico, observada a partir de la comprensión y apropiación de conceptos científicos por parte de los profesores durante el curso, permitiéndoles identificar e interpretar nuevas prácticas científicas y relacionarlas con sus investigaciones y áreas del conocimiento. En relación con lo anterior, la investigación corrobora estudios en el área de Lingüística Aplicada, ya que, por intermedio de la cartografía y del lenguaje, teje reflexiones e interconexiones entre las áreas de los estudios de letramientos, apropiación de tecnologías digitales y prácticas pedagógicas inventivas en el contexto de la formación de profesores de Educación Superior. La investigación, finalmente, justifica y evidencia que sean desarrolladas y promovidas prácticas pedagógicas innovadoras en y para el lugar de trabajo del profesor-investigador del posgrado que vive en una realidad cada vez más hiperconectada, que resulta de la hibridación del mundo biológico, del mundo físico y del mundo digital, motivada por la conectividad y la digitalización creciente.; This PhD dissertation in Applied Linguistics, entitled LITERACIES FOR HABITTING ONLIFE EDUCATION: the training of postgraduate teacher-researchers, is developed in the context of the research line Language and School Practices and is linked to the research O URBANO E THE POST-URBAN SPACE AS LEARNING SPACES: training of teachers and researchers in hybrid and multimodal culture. The problem that gives rise to the dissertation emerged when inhabiting the territory of the research and seeks to understand how the experience of an inventive pedagogical practice can contribute to the development of postgraduate teacher literacy in and for the workplace. Based on the appropriation of the intervention-research cartographic method (KASTRUP, 2007, 2008; PASSOS, KASTRUP and ESCÓSSIA, 2009; PASSOS, KASTRUP and TEDESCO, 2014), the main objective of the investigation consisted of analyzing, through language, the literacies that emerge and are developed by teacher-researchers of master's and PhD degrees participating in a specialization course offered by a community university in the southern region of Brazil which, from the perspective of co-creation, aims to design and conceive OnLIFE Education in the postgraduate -graduation. It is training based on a differentiated curriculum design, organized and developed based on the Five Dimensions of Teacher Training (5DsFD) (SCHLEMMER, 2019), which are associated with a set of skills. Training, in view of this curriculum, is developed from a process that implies inhabiting, monitoring and constantly evaluating the training path developed by the participants. For that, we inhabit different technologies and digital platforms (Facebook, WhatsApp and Microsoft Teams), in order to understand the traces left by five teachers who experienced the course of Sympoietic, Inventive, Gamified and ONline/OnLIFE Pedagogical Practice (SaIGOn) Novas Aventuras de Dom Quixote (OLIVEIRA, ANDRADE and SCHLEMMER, 2022) and who subsequently conceived their own inventive practices. In view of the analysis, it was possible to identify how and in what way the literacies of the participants were developed throughout the process of living and inventive/training experience they went through, fulfilling the objective of the investigation, in which the following stand out: i) the multiliteracies, given the appropriation of digital technologies and the different ways of producing texts in the face of the multisemiotic multiplicity present in all inhabited territories; ii) linguistic literacy, due to the need to appropriate language(s) in different spheres; iii) the teacher's literacy and the teacher's literacy in and for the workplace, since the acquired experience articulates different skills and competences inherent to their practice within the teaching institution and, furthermore, promotes pedagogical/social practices that aim to improvement of practices and methodologies of the training spaces to which it is inserted; iv) academic literacy, which involves all the knowledge acquired in the teaching and learning process and their production and systematization through the formal education that takes place at the university and; v) scientific literacy, observed from the understanding and appropriation of scientific concepts by the professors during the course, enabling them to identify and interpret new scientific practices and relate them to their research and areas of knowledge. Regarding the data above, the investigation corroborates studies in the area of Applied Linguistics, since, through cartography and language, it weaves reflections and interconnections between the areas of literacy studies, appropriation of digital technologies and inventive pedagogical practices in the context of higher education teacher training. The research, finally, justifies and evidences that innovative pedagogical practices are developed and made possible in and for the postgraduate professor-researcher workplace who lives in an increasingly hyperconnected reality, which results from the hybridization of the biological world, of the physical world and the digital world, brought about by connectivity and increasing digitization. Wed, 31 May 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12651 2023-05-31T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12241 O ensino da pronúncia do inglês sob um olhar cognitivo e socioculturalmente guiado: caminhos para a formação e atuação docente Rosa, Eliane Nowinski da This research was motivated by the desire to offer guidelines to a group of 07 Brazilian teachers who requested theoretical-methodological support to know how to treat English pronunciation in a pedagogical way in their classroom. This guidance, which has taken form of a pronunciation teaching approach, was built under the assumptions of Cognitive Phonology (LANGACKER, 1987, 2008, 2013, 2017b, 2017c) and teaching English as an International Language (JENKINS, 1998, 2000, 2001, 2002a; MCKAY, 2000, 2002, 2003, 2010, 2018; SEIDLHOFER, 2003; LLURDA, 2004; SHARIFIAN, 2009; MATSUDA, 2018; MARLINA, 2014, 2018). This study also proposed to participants an online workshop that allowed them to reflect critically on the use of the pronunciation teaching approach. In broad terms, findings presented in this study demonstrate that participants: i) did not receive instruction on pronunciation teaching in their initial teacher education; ii) wish that they had received a pedagogical training in pronunciation teaching because this knowledge would let them feel more confident and secure to teach it; iii) appreciated the principles of pronunciation teaching approach proposal; iv) enjoyed participating in a critical and reflective formation aiming to improve their teaching practice and the target approach. These results suggest that this research was able to offer the guidance requested by participants and providing space and moments for teachers to interact, reflect and dialogue in a collaborative way may be of great benefit in order to make their teaching practice better towards building a fairer, more inclusive, egalitarian, and democratic society. At the same time, it is expected that the results of this research can not only encourage further discussions on the need of empowering (future) teachers to integrate pronunciation into their daily class work, but also stimulate teachers and scholars to rethink and resignify English pronunciation teaching for a globalized world. Fri, 20 Jan 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12241 2023-01-20T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12205 Ensinar a aprender, aprender a aprender: preferências de aprendizagem e affordances no desenvolvimento de inglês como língua adicional à luz da abordagem ecológica Amariz, Clarissa de Menezes This work investigates how learners of English as an additional language perceive and react to affordances in relation to their learning preferences in the light of the Ecological Approach (VAN LIER, 2002, 2004). The research data were generated from narratives produced by learners in response to a self-reflective questionnaire on learning preferences, in which they should reflect on their preferences and their trajectories as English learners; and a semistructured interview via WhatsApp in which they had the option to respond orally or in writing, in Portuguese or English. In addition to perceiving and reflecting on their preferences, the participants were also able to think about affordances, a concept from the ecological perspective which explains the notion of perception and action taken by individuals in their environment. In this work we try to see how this concept relates to Applied Linguistics and to the teaching and learning of additional languages and how it can benefit this process. We also analyze how preferences and affordances can emerge in learning and how they relate to each other. In addition to the questionnaire and the interview, a questionnaire was applied, at first, to outline a profile of the participants, and the researcher teacher also kept a journal throughout the classes taught along the research in order to record comments and impressions of the learners about data generation, as well as their own impressions of the participants' involvement in the research. We chose the Ecological Approach as the theoretical basis of this work because we believe that its main concepts, including affordances, can explain in a contextualized way the learning process and students' perception of their preferences. In the generated data, we significantly found the following relationships: affordances and online teaching; affordances, emergence and linearity; and affordances and learning preferences, in which we establish relationships and observe what types of affordances emerged and which students perceived, in addition to ascertaining what actions they took based on these perceptions. We hope, with this work, to contribute to research that deals with learning preferences in order to give learners the opportunity to reflect on relevant aspects of their learning, in addition to providing subsidies so that they can think of strategies to improve and better live this process. Tue, 29 Mar 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12205 2022-03-29T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11457 O processo de criação colaborativa de tarefas em língua estrangeira em ambiente digital por professores em formação Barcellos, Patrícia da Silva Campelo Costa This dissertation aims at discussing how a collaborative process of creating tasks in a foreign language (FL) with electronic material can occur. It is observed how pre-service teachers handle the process of building material based on hypermedia content available on the web. Thus, it is examined how the digital environment can be a rich means of fostering learning through technology-supported tasks. Grounded on studies by Bouchard (2011) and Kop (2010) about the influence of technology in teacher education, this dissertation shows how pre-service teachers work collaboratively when creating tasks for computer-mediated teaching. Furthermore, we analyze how collaboration can contribute to a task creation process based on studies carried out by Swain (2000, 2006) and Swain and Lapkin (2001) about the impact of collaborative dialogue on language teaching. From a methodological perspective, this study is qualitative, seeking to examine the opportunities of negotiation and the didactical tasks generated when the pre-service teachers interacted. When preparing the teaching material, the participants were asked to focus on comprehension and on oral and written production, considering concepts such as literacy, textual genres, and students’ needs and interests. We sought to analyze the possibilities of task creation following Willis and Willis’s indications (2007), as well as sought to verify collaborative learning, which enables learners to establish interactions that may lead to learning. We present some productions which display involvement of these pre-service teachers, as well as excerpts of interaction which demonstrate their reflection on the relevance of adequate didactical material, emphasizing the role of technology. Besides, the results show that the interaction established between the pre-service teachers while collaborating can enhance the learning process. Thu, 16 Jan 2014 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11457 2014-01-16T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11374 Formação continuada de professores alfabetizadores: um processo de coconstrução entre universidade e escola Luiz, Simone Weide Much is said about the quality of Brazilian children's reading and writing. It is said that children are not being taught literacy at the expected age, under the allegation that they do not understand what they read. This research is based on the assumption that, for students to develop their reading and writing skills, it is important that the content worked in class is connected to their social practices. Moreover, the training of literacy teachers should be a co-constructed work, between university and school. Considering the above, the general objective of this thesis is to know and reflect about perceptions and conceptions of teachers regarding the appropriation of reading and writing by 1st grade students in a public network, through a training action co-constructed between university and school network. The thesis is organized around themes such as the appropriation of written language and its teaching, valuing social practices and the co-construction of the formation of literacy teachers. The perspectives of Vygotsky (1896-1934; 1998), Rego (2013), among others, are considered when discussing the appropriation of language by children. Ferreiro and Teberosky (1999), Street (1984; 2017), Soares (2003; 2018; 2021), and Cosson (2016) are the main authors to ground the reflections on meaningful reading and writing, with emphasis on literacy. Imbernón (2015), Tardif (2017), André (2013) and other authors are the reference for the discussion on teacher training. The data generated refer to three continuing education modules, carried out with 29 teachers, from May to October 2020, in remote and asynchronous format. It is noteworthy that the teachers and the researcher participated in the decision about the themes of the actions. The analysis considered texts written by the participating teachers, based on their definitions of literacy, opinions on excerpts of study material from other teachers on the same topic, and proposals of activities sent by teachers on literacy and literary literacy. It is observed that most teachers understand literacy according to the theoretical approach in focus. Moreover, in their activity proposals, teachers shared content associated with the students' context. In general, the suggested activities make connections with the students' reality and needs, since the issues dealt with are relevant to the students' social construction and citizenship. Considering the social changes that also determine the students' experiences and the school reality, it is necessary to broaden and deepen the scope of the proposals, so that students gradually evolve in their reading and writing skills, becoming even more protagonists of their learning. Wed, 23 Feb 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11374 2022-02-23T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11159 O desenvolvimento da autonomia e o empoderamento de aprendizes de inglês instrumental no contexto de graduação de fronteira sul do Brasil Coracini, Sandra Regina English for Specific Purposes, also known in Brazil as Inglês Instrumental, or even the acronym in English, ESP, emerged worldwide in the 1960’s to fill a gap left by the General English in the development of the interaction aspects of the language – reading, writing, listening and speaking – directed to professional/occupational or academic purposes of learners from different areas of human knowledge. In the ESP approach, the decisions about pedagogical practices and the contents to be developed in a course should be programmed based on research of learning interests, needs or wishes of a specific group of learners. This study undertook an action research methodology by exploring pedagogical practices based on one critical analysis of the needs and desires which aimed to give learners more power of decision and freedom of choice in order to develop learners’ sociocultural autonomy in seeking English language learning in class and beyond. The study was taken in the curricular subject Inglês Instrumental at a target university course in a public university in the southern border region of Brazil. The critical needs analyses was taken in this study as a mediational tool to enable zones of proximal development, defined as metaphoric cognitive space (LANTOLF; THORNE, 2006), to the development of sociocultural autonomy and learners’ empowerment in the teaching and learning process. The research made use of the triangulation method to analyze data of the participants generated by multimodal narratives, semi structured oral interviews, questionnaires and class observations registered in a diary. The interpretive data analysis showed that pedagogical practices based on a critical needs analysis were efficient for mediation opportunities in zones of proximal development for learning, autonomy and empowerment in the practices applied by the teacher-researcher that contemplated the learning desires of the learners and, partially, for free activities chosen and applied by the students. Thu, 24 Feb 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11159 2022-02-24T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/10888 Narrativas, discursos e identidades: (des) encontros no Sul do Maranhão Piovesan, Marta Helena Facco Starting from the proposition that narratives and identities emerge from social contexts and that discursiveness is a privileged lens to investigate social practices and personal experiences, this interpretative / qualitative research aims to analyze the identities built by people born in Balsas, southern city of Maranhão. The region, located in the Legal Amazon, known as the Pastos Bons Region, since its colonization has been a favorable territory for the exploitation of land suitable for agriculture and livestock. In the 1970s, the Balsas region became the destination of many farmers, especially southern ones, when the cerrado, an ecosystem previously considered unproductive, became a fertile biome and nowadays one of the largest food producers in the Northeast. The main objective of this research is to analyze how identities, specifically from the point of view of those born in the region, are built linguistically and textually in a context of recent migration. The corpus was generated through narrative interviews with people born in Balsas and made it possible to understand how participants weave their speeches regarding the migratory process in which they are inserted, and to analyze the conceptions of identity they have built by narrating their life stories. The methodology used to achieve these propositions is the articulation of Narrative and Identity Analysis with the notion of referencing, derived from Textual Linguistics. This research takes the textual-interactive perspective to aggregate the concepts of referencing and positioning for a more comprehensive focus on the textual elements involved in the construction of the stories. It also investigates narrative from a textually and discursively constituted and organized perspective and highlights narrative analysis as a social practice shaped by multiple social contexts that lead to the construction of identities. The analyses performed on these narratives have allowed us to identify the identities in a rapidly changing environment with a multitude of individuals, where identity constructions are not unified, but always changing. Thu, 27 Feb 2020 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/10888 2020-02-27T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/10880 “A expectativa é grande [...] que ele aprenda a ler, a escrever e tudo [...] ele entenda o que esteja lendo”: possibilidades e potencialidades na aprendizagem de criança ou adolescente com Síndrome de Down em uma escola especial Cruz, Maricélia de Lemos El Síndrome de Down (SD) es una alteración genética explicada por una irregularidad cromosómica, es decir, la presencia de un cromosoma extra en el par 21 y su principal característica es la discapacidad intelectual (DI). A los niños y adolescentes con SD se les ha atribuido un estigma por sus características físicas, asociando el DI a estos predicados, privándolos de la posibilidad de aprender algo. Ante este escenario, esta investigación cualitativa tiene como objetivo conocer y comprender el contexto de aprendizaje y desarrollo del lenguaje de niños y adolescentes con Síndrome de Down en una escuela especial, identificando evidencias de (des) potenciación del desarrollo de estos estudiantes, a partir de los conceptos de Haag (2015, 2017) y Bandeira (2020). Este trabajo señala que, incluso con algunos obstáculos o porque son más lentos en la realización de algunas actividades, los niños y adolescentes con SD son capaces de aprender y evolucionar en su aprendizaje, especialmente en lo que respecta al desarrollo del lenguaje. Esta investigación se llevó a cabo en una escuela estatal especial, ubicada en una ciudad de la región metropolitana de Porto Alegre-RS, que recibe estudiantes con discapacidad. El foco de la investigación se centró en un grupo de estudiantes con síndrome de Down y sus padres, además de las observaciones en el aula. Para discusión y análisis, los datos fueron registrados y transcritos. Las discusiones fueron avaladas en los registros de clases observadas durante 2018, em hechos ocurridos en 2019, 2020 y 2021 e em conversaciones con el director, docentes, familiares y estudiantes. Echamos un vistazo a la Lingüística Aplicada para considerar la evidencia de (des) potencialización en todos los datos generados a lo largo de esta investigación. Entre los hallazgos de esta tesis, reiteramos la importancia de implementar prácticas pedagógicas adecuadas y efectivas, verificando las especificidades de los estudiantes con SD para el desarrollo y aplicación de propuestas didácticas orientadas a promover y fomentar el aprendizaje de lenguas y el dominio de otras habilidades. Se verifican por lo tanto algunas posibilidades de potenciar el desarrollo de estos estudiantes, pues, de esta forma, es mucho más posible crear oportunidades y mejorar en el contexto escolar o fuera de él.; Down Syndrome (DS) is a genetic alteration that is explained by a chromosomal irregularity, that is, the presence of an extra chromosome in pair 21, and it has intellectual disability (ID) as its main characteristic. Children and adolescents with DS have been stigmatized for their physical characteristics, associating ID with these predicates, depriving them from the possibility of learning anything. In this scenario, this qualitative research brings as a general objective to know and understand the context of learning and language development of children and adolescents with Down Syndrome in a special school, identifying evidence of (dis)potentiation of the development of these students, based on the concepts of Haag (2015, 2017) and Bandeira (2020). This work points out that, even presenting some obstacles or being slower in performing some activities, children and adolescents with DS can learn and evolve in their learning, especially regarding the language development. This research was developed in a special state school, located in a city in the metropolitan region of Porto Alegre-RS, which receives students with disabilities. The focus of the research was centered on a group of students with Down Syndrome. Semi-structured interviews were conducted with school principal and teachers, students with DS and their parents, and there were classroom observations. For discussion and analysis, the data were recorded and transcribed. The discussions were referenced in the records of the classes observed during the year 2018, in addition to events that occurred in 2019, 2020, and 2021, conversations with the principal, teachers, family members, and students. We assume the view of Applied Linguistics to consider the evidence of (dis)potentiation in all the data generated throughout this research. Among the findings of this thesis, we reiterate the importance of implementing appropriate and effective pedagogical practices, verifying the specificities of students with DS for the development and application of teaching proposals that aim to promote and stimulate language learning and domain of other skills. Thus, some possibilities for the potentiation of these students development are verified, because, in this way, it is much more possible to opportunize and improve the school context or outside of it. Tue, 30 Nov 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/10880 2021-11-30T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/9747 Living and learning: a sociocultural perspective and identity approach to foreign graduate students learning portuguese in Brazil Oppelt, Camila Quevedo Seguindo a recente atenção dada às línguas menos ensinadas, o interesse pela aprendizagem do português como língua adicional aumentou nas últimas décadas (ABELEDO et al, 2014; AGUIAR, et al, 2013; BIZARRO, 2018; CARVALHO; SCHLATTER, 2011; FURTOSO; RIVERA, 2013; JÚDICE; ALMEIDA, 2013; OLIVEIRA, 2013; SHIBAYAMA, 2017; SILVA, 2010; SILVA; TOMÉ; TASSO, 2017). Nos últimos anos, o número de pesquisas aumentou em abundância, sobretudo no nível acadêmico. No entanto, há relatos muito limitados de pesquisas sobre a aprendizagem do português como língua adicional por estudantes estrangeiros que frequentam programas de pós-graduação no Brasil. Desde o aumento do interesse pela língua portuguesa e pelo número de alunos estrangeiros nas instituições de ensino brasileiras, esses dois desenvolvimentos não têm gerado muita atenção. Constituindo uma lacuna, acreditamos que o assunto em questão seja de relevância acadêmica. Com base em nosso objetivo principal, investigar o processo de (re) construção cultural e de identidade de estudantes estrangeiros na aprendizagem do português brasileiro como uma língua adicional, estamos especificamente preocupados em: (i) explorar em que grau as experiências de aprendizagem de línguas dos participantes alteram; (ii) explorar as expectativas dos alunos estrangeiros - incluindo sua (s) comunidade (s) imaginada (s), identidade (s) imaginada (s), memórias históricas e identidade cultural - e a extensão de sua influência no investimento do aprendiz; e (iii) determinar as relações (de poder) estabelecidas entre estudantes estrangeiros e brasileiros em diferentes interações em português brasileiro (comunicações em ambiente de aprendizagem, interações em encontros de prestação de serviço, etc.). Como referencial teórico, assumimos a perspectiva de Vygotsky (1978) por reconhecer o desenvolvimento das funções cognitivas como diretamente relacionado à influência social no processo de aprendizagem/aquisição da linguagem. Relevantes para este estudo, destacamos os estudos de James Lantolf (2013) e Bonny Norton (1995, 1997, 2000, 2001, 2010, 2013a, 2013b, 2016) que formularam uma Teoria Sociocultural de Desenvolvimento de Linguagem Adicional e contemplaram o papel da identidade e de investimento no processo de aquisição de uma língua adicional, respectivamente. Participaram deste estudo quatro alunos estrangeiros de pós-graduação de uma universidade pública do Sul do Brasil. Os quatro participantes observados neste estudo estavam formalmente matriculados no Programa de Pós-Graduação em Agronomia em nível de Mestrado ou Doutorado. Abdul, Jeremias, Pierre e Ramon receberam uma bolsa integral que lhes permitiu morar fora do campus. Os participantes viviam em casas compartilhadas; todos, exceto Jeremias e Pierre, moravam com outros estudantes universitários. Jeremias e Pierre moravam na mesma casa compartilhada, com outro estudante universitário. Por fim, procuramos desenvolver uma compreensão aprimorada da relação entre identidade e aprendizagem de línguas. Nossa análise indica uma relação profundamente intrincada entre eles, lançando luz sobre a proeminência do desenvolvimento da linguagem. Enfim, os nossos participantes pareciam ter atingido os seus objetivos principais: todos prosperaram nas suas comunidades acadêmica e profissional – quer seja através da obtenção do grau pretendido (Pierre e Ramon), pela conclusão dos cursos ministrados em português (Abdul), pela atender aos requisitos do exame de proficiência, ou mesmo ser promovido profissionalmente (Jeremias). Wed, 24 Feb 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/9747 2021-02-24T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/9684 Diferentes entradas para o ensino gramatical: da seleção de objetos de ensino de gramática ao desenvolvimento de propostas didáticas para o ensino fundamental Bartikoski, Fernanda Vanessa Machado La recherche développée dans cette thèse montre que le travail avec la grammaire peut et doit être réalisé sous différentes approches (BULEA-BRONCKART, 2019), ce qui nous mène à comprendre qu’il y a des différentes entrées pour la complexité grammaticale (FONTICH, 2012). A partir de ces entrées, nous reconnaissons qu’il y a un chemin plus clair et cohérent pour la sélection des objets d’enseignement de grammaire à être transposés didactiquement, qui peuvent comprendre les concepts grammaticaux ainsi que les phénomènes linguistiques, (CHARTRAND; LORD, 2017), en dépendant des objectifs indiqués par l’enseignant et des capacités mobilisées par ses étudiants en salle de classe. Cela dit, cette thèse cherche à réfléchir sur trois propositions didactiques décrites à partir des différentes entrées pour l’enseignement de grammaire: a) par le genre de texte; b) par le texte; c) par la grammaire comme objectif d’enseignement autonome. Ces propositions ont été développées lors des réunions de tutorat avec une enseignante de Langue Portugaise dans les années finales de l’école primaire, d’une école municipale localisée dans la région métropolitaine de Porto Alegre. L’analyse se centre dans le développement de chacune des trois propositions didactiques sur la perspective: a) de la resignification des principes généraux pour l’enseignement de grammaire; b) des mouvements de transposition didactique (interne et externe) des objets d’enseignement de grammaire, sélectionnés à partir des demandes de chaque entrée et décrits en fonction de trois grammaires: deux descriptives (NEVES, 2000; 2018) et une normative (BECHARA, 2009); c) du point de vue de l’enseignante, auquel nous avons eu l’accès à travers les entretiens réalisées après le développement de chaque proposition. En résumé, les résultats des analyses montrent que a) la possibilité du travail avec la grammaire à partir des différentes entrées aide l’enseignant à sélectionner plus clairement les objets à être enseignés; b) les principes généraux sont des instruments importants pour guider le développement de toute proposition didactique pour l’enseignement de grammaire; c) les mouvements de transposition didactique ont un impact direct sur la conduite des propositions d’enseignement et sur les apprentissages des étudiants. Thu, 18 Feb 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/9684 2021-02-18T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/9334 Formação inicial de professores de língua portuguesa: a preocupação em formar formadores de leitores de textos literários Sousa, Soraya de Melo Barbosa This research brings, based on disciplines developed with a specific purpose during the course of Letters, the evaluation proposal by students in initial training, about their literary literacy process, as well as a reflection on their future teaching practice in mediation of readers of the literary text. It starts from the proposition that in the perspective of literacies the school must be open to meet a new man, situated socio-historically in and through language, and therefore, the need for a renewal of reading practices and social practices is considered, built on the interaction of students with each other and with each other with the world, respecting their diversity of languages. It is also considered that literary language unifies different codes, languages, voices and languages (LAJOLO, 2018) and that the teaching of literature proposes a debate on social and cultural diversity, when confronting corpora of texts constituted by universal, social and cultural, providing a testimony of the evolution of philosophical positions in relation to the issue of the subject (BRONCKART, 2017a). Thus, the problem that guides this study involves the following questions: How is your own literary literacy process understood by students in initial training? Has your conception of literary literacy reframed during the literacy events, provided by subjects in the Literature course? How do you assess your role as a reader trainer in basic education? What resources did the teacher of the Language course use to validate his didactic proposal? Therefore, it aims analyze the path of literary literacy of students in the Literature course, in initial formation, discussing ways of contributing to this development, since the first years of formation. It is also intended to provide reflections on their future mediation in the training of basic education readers, based on the experience of literary reading practices promoted in training. It is believed that, in the perspective of literary literacy, which transposes the physical and temporal school space, the teacher must present means that give the student-reader autonomy to continue to develop their competence as a critical reader, throughout their social interactions. The present study is characterized as action research (TRIPP, 2005) of a qualitative nature and is based on the assumptions of the social theory of literacies (STREET, 2008, 2013, 2014; BARTON; HAMILTON, 1998; KLEIMAN, 2005, 2014; KLEIMAN; ASSIS, 2016 ), in the contributions on literary literacy by Cosson (2014) and Zapponi (2008), and in the guidelines of BNCC (BRASIL, 2017) and BNC-Training (BRASIL, 2019) on literary reading practices in basic education and the organization of curricular content to be worked in undergraduate courses, respectively. For the analysis of the data, we considered the situation of the language action of the texts produced by the student of the course - the reading memorial, the logbook and the diagnostic evaluation –, based on the text analysis model proposed by the Sociodiscursive Interactionism. In the textual infrastructure, the types of discourse that constitute the text produced by the students, and the enunciative mechanisms that incorporate the study of voices and modalizations were analyzed (BRONCKART, 1999, 2004; 2006; 2017). The judgments and evaluations emanating from these present voices were also analyzed, as well as the marks of atoriality, in addition to their active responsive positions, in view of the text read, based on the concept of active responsive response by Bakhtin/Volochínov ([1929], 1981, 2003, 2016). From the analysis, it was found that the students were able to reflect on their literary literacy process and on their performance as a future trainers of literary readers. This study argues that one cannot be a reader mediator, if one is not a reader. Likewise, it is not taught only from theories and knowledge learned. It is in the reading activities provided by the disciplines of language and literature, through workshops and reading laboratories, for example, that future teachers can experience their process of reading comprehension and responsive writing; and prepare for an engagement posture that will be required in a teaching situation, either in intervention projects, during practices or curricular training internships, or in your professional teaching. Thu, 16 Jul 2020 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/9334 2020-07-16T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/9312 Collaborative oral development and digital technologies in the state school context: an action research project within the sociocultural framework Rio, Marlon Machado Oliveira O desenvolvimento oral em uma língua adicional é cercado por diversos entraves (pronúncia, aspectos interacionais, sociais, linguísticos, entre outros), os quais podem se tornar desafios consideráveis para professores e aprendizes de idiomas (LIMA, SOUZA, LUQUETTI, 2014). O fato de alguém saber falar um diferente idioma demonstra o possível entendimento e conhecimento manipulável das unidades básicas de comunicação oral em uma língua adicional, tais como aspectos da pronúncia, estruturação de sentenças, adaptação do discurso a um contexto social, entre outros. Saber comunicar-se oralmente em uma língua diferente da materna envolve uma complexa rede de ações e reações perante diferentes usuários do idioma utilizado. Ao alocar-se a atenção para o contexto escolar público, notam-se entraves e impossibilidades por vezes retratadas em uma semiologia repleta de sentidos negativos quanto à oralidade em língua adicional. Mais especificamente, em relação ao ensino da língua inglesa, parece haver ainda a crença de que “não é possível e nem viável desenvolver a oralidade de estudantes na escola pública”, ideia ocasionalmente compartilhada pela comunidade em geral. Alguns estudos da literatura acadêmica sobre contexto escolar público brasileiro afirmam que até mesmo o ensino da leitura em inglês é aparentemente desfeito de sentido (SILVA, 2011). A literatura internacional no ensino de língua inglesa, bem como documentos oficiais brasileiros têm sugerido que a utilização de tecnologias adicionais no ensino de idiomas é um campo ainda a ser mais profundamente explorado dentro da realidade de ensino de línguas adicionais. Tendo em vista os desafios anteriormente citados, nesta tese almejou-se estabelecer um projeto atinente ao desenvolvimento oral em língua inglesa (denominado My city – My World), o qual envolveu colaborativamente (LANTOLF, THORNE, 2007) o uso de tecnologias e recursos digitais em ação conjunta com o(a) docente em sala de aula. Este foi realizado dentro do contexto de uma escola pública em uma cidade no interior do Rio Grande do Sul. Por meio de princípios fundamentados pela pesquisa-ação colaborativa (BURNS, 2015), buscou-se detalhar e agir sobre o desenvolvimento da oralidade da dos estudantes, uma vez que as atividades foram desenvolvidas conjuntamente com a participante docente e compreendidas ante os axiomas epistemológicos da base de aprendizagem sociocultural e colaborativa de línguas adicionais (VYGOTSKY, 2001). Este projeto está baseado em uma pesquisa em que dos objetivos era trazer possíveis mudanças positivas na atual realidade de ensino (BARBIER, 1996) da oralidade em uma sala de aula no contexto da escola pública. Levantar pontes e não muros entre a universidade e a educação na escola pública atual é o pilar sobre o qual este projeto de tese pauta o seu desenvolvimento, em consonância a um dos objetivos basilares da Linguística Aplicada contemporânea (CELANI, 2006; MOITA LOPES, 2009), a saber: trazer possíveis práticas sociais e um entendimento mais sensível dos problemas envoltos às práticas de linguagem, tanto em contextos sociais, políticos econômicos quanto escolares. Conforme os resultados demonstram, há a presença de uma colaboração efetiva entre a professora, o pesquisador e os alunos. O desenvolvimento oral foi possível graças à colaboração harmoniosa entre os participantes da pesquisa e o engajamento destes para aprender e ensinar a língua inglesa colaborativamente por meio do uso de tecnologias digitais. A visão de alunos e da professora se demonstra em uma perspectiva positiva em relação ao uso de tecnologias digitais no desenvolvimento oral e nas práticas de ensino escolar. Tue, 25 Aug 2020 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/9312 2020-08-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/9311 Crenças e emoções no cotidiano de uma professora de língua inglesa: uma pesquisa sociocultural Busetti, Débora Since teaching-learning English became undesrtood through a sociocultural perspective (LANTOLF 2000, 2010; LANTOLF; THORNE, 2006; VYGOTSKY, 1978, 1986), there has been a ressignification on the teaching development where the teachers’ life experiences began to be valued. (ABRAHÃO, 2010). Taking into consideration this scenario, the path followed by the professional, his/her beliefs and emotions became relevant to comprehend his/her teaching practice. In order to develop this research, an etnographic qualitative study was carried out involving a narrative investigation. The research, developed between June and November 2018, counts with the participation of a teacher of English in a private school in a town in the countryside of Rio Grande do Sul. This study aims at investigating reflexively the perspectives of the participating teacher about her teaching-learning path, and the perceptions related to her teaching practice, maping the beliefs and emotions that permeate her professional history. To collect the data, semi-structured narrative interviews, audio recordings, classroom observation, video recordings, diaries, notes, teacher stimulated recall interviews, and a closing-meeting have been used. The data were triangulated and analised using a Marco de Referência. (MICCOLI, 2014). The results of the study revealed that the participating teacher revisited her emotions, noticed and reformulated beliefs, and went through a self knowledge process. Wed, 25 Mar 2020 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/9311 2020-03-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/9310 “[...] Será essa prática de leitura e escrita relacionada aos conhecimentos da Bíblia? [...]”: características e contribuições do letramento religioso na Escola Bíblica Dominical Silva, Antonio Valbert Alves When assuming literacy as a social practice, it can be said that the practices that are triggered by literacy can be identified and understood in different spaces, including outside the school context. It is with the vision for a reality that is configured in the universe of more than 22 million Brazilians belonging to the evangelical segment in Brazil that, in this research, the objective is to know and understand events and practices of religious literacy experienced by school participants Biblical Sunday (EBD) of the Evangelical Church Assembly of God, also counting on the participation of teachers and family members who participate in Sunday meetings. To achieve this goal, a qualitative-interpretative research was carried out, which used observations in classrooms in the context of EBD, recorded in field notes. There were interviews with three teachers, seven EBD students and mothers of two students, who also made some diary records about their experiences outside the EBD context. In order to proceed with the analysis of the data generated at the different indicated moments, the reflection developed on literacy was based on Heath (1982), Barton (1994), Barton and Hamilton (1998), Street (1984), Soares (2017) and Kleiman (1995). There was also emphasis on the study by Rosowsky (2008), which deals with liturgical literacy, an essential reference for the discussion on religious literacy. From this perspective, literacy, reading and writing events and practices, among other topics developed in the theoretical part, dialogue with the data generated. Among the findings of this work, it was possible to identify religious literacy events promoted from the interactions between adolescents in EBD with their teachers and in family contexts in which reading, writing and orality were present. In addition, EBD, the evangelical church, the family and the regular school show their strength and influence as literacy and religious literacy agencies, in the perception and performance of teachers, EBD students, mothers of adolescents, as they provide experiences reading, writing, orality, also through songs, prayers, sermons, among other literacy events and practices. Given this, it is clear how much religious literacy that was present in the data generated can contribute to the constitution of the social and religious role of its participants in the context of EBD and beyond. Fri, 28 Feb 2020 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/9310 2020-02-28T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/9304 Letramentos críticos na formação inicial de professores de inglês como língua estrangeira Arouche, Ilza Léia Ramos This study analyzes the effectiveness of critical literacies practices mediated by Information and Communication Technologies (ICTs) and aims to identify whether they support critical and civic education in the context of teaching English in a public higher education institution in the Brazilian state of Maranhão. To this end, a pedagogical literacies project entitled Constructing Meaning in Digital Environments was conducted during a semester-long course "Interdisciplinary Practice of Reading in the English Language" with students from the Portuguese and English Literature and Language degree program (referred to hereinafter as "Letras"). The Letras degree program, where teacher training takes place, prepares students to be professors who teach children in primary and secondary schools, and needs to stay up-to-date with the constantly changing base of knowledge, information, and epistemologies in the field. The degree program must also prepare its students to be language professionals capable of dealing with different social contexts through critical lenses, especially in the face of challenges that present themselves through different economic, social, cultural, political and technological domains. This dissertation is based on research carried out using a social constructivist paradigm, with an interpretative and qualitative approach. Ethnographic methods with methodological theoretical support to action research were utilized. The corpus was established through two stages: the first stage deals with the literacies project's characterization and discussion and consists of only one phase, while the second stage consists of three phases. The first phase refers to a comment regarding the theme of globalization and refugee migration based on a documentary; the second phase addresses the discussion via an online virtual forum concerning English as a hegemonic language; the third phase consists of a questionnaire. The data analyzes were based on the critical discourse analysis of Fairclough (2016) and ethnographic-discursive perspectives Magalhães (2006) and Resende (2009), who favor textual and discursive analysis focusing on intertextuality and interdiscursivity. To carry out this research, we rely on critical literacy that promotes agency, citizenship formation, and conscious inquiry for the transformation of reality, as well as deal with multimodality and civic plurality as defended by Freire (1987, 2005, 2007); Gee (2015, 2017); Giroux (1997); Janks (2016); Kalantzis et al. (2016); Lankshear e Knobel (2010); Luke (2018); Menenzes de Souza (2011); Street (2014). The data indicate that dealing with the critical digital literacies associated with transversality is one of the ways to promote changes in the way of understanding and teaching LI. The students constructed their understandings in hybrid environments, became active and innovative designers with the creation of interactive posters on the platform Glogster, mobilized different knowledge, speeches, and literacies, and used digital resources to interact. In this sense, the English language course also supports critical education, which is part of the daily routine of teachers-in-training, as it favors digital literacy. The work with digital critical literacies is most effective when it is approached through different theoretical lenses and perspectives, with a transdisciplinary approach that focuses on discursive genres and post-structuralism that brings up the problematization and agency of students and the multiliteracies that favor criticism and digital literacy. Mon, 09 Mar 2020 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/9304 2020-03-09T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/9127 O ensino de inglês para pessoas adultas : pensando em e sobre cenas de letramentos e inclusão dos alunos da EJA em cenários de práticas sociais líquidas Lima, Elizabete Rocha de Souza The imposition of the goals and projects of people belonging to a socially and culturally valued group, in parallel with the submission and underestimation for the projects and lives of people from groups without any social prestige, was reflected in the formation of Brazilian society. And if, in the past, the attitude of subjugating people has caused impotence, damage, silencing and trauma in the subjugated ones, in the present, the consequences of this have not yet been fully overcome. In the school context, these consequences occasionally surface in different ways, including the learning of a language, be it a foreign language or the native one. Aware of this, the school needs to act in favor of building bridges over the abyss that separates learners from knowledge in such a way that the school moves the society to the point of breaking the social barriers of the present, repairing damage caused in the past and preventing damage in a future time. Thence, this study is based on the assumptions of Sociocultural Theory, Critical Literacy and Critical Pedagogy with the purpose of understanding how factors such as socioeconomic profile, average age group and personal learning experiences of EJA students are reflected in the process of teaching and learning English. For this purpose, a field research was developed in the second semester of 2017 and the first semester of 2018, whose scenario was, initially, two classes of beginners in EJA High School and, subsequently, the same students as graduating students in the same context. For the generation of data, instruments, procedures and methods inherent to collaborative action research were used. The results of the study indicate that the students perceived themselves as having the potential to learn English, based on their involvement in several writing and oral activities. Thus, the study showed that there was a change in attitude regarding the learning of English and the rupture of what for the participants was considered a barrier. Thus, this study shows that, through the partnership between the English teacher and the teacher-researcher it became evident that the teaching of languages or any other discipline, when contextualized, is the raw material for the learners to make connections between their knowledge of the world and the new knowledge that they wish to acquire. In consideration of thesefacts, this study argues that, in a context of liquidity of social practices and speed in the means and forms of interactions between groups, it is necessary to value the sparks of changes in the actions of those who teach or learn English. Then such changes are necessary to start something more sustainable and consistent for the life of those who need to transit or insert themselves in the liquidity of the daily practices of a post- modern society. Mon, 30 Mar 2020 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/9127 2020-03-30T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/9126 Processos de (trans) formação de futuros professores e a construção de letramentos didático- digitais Martins, Ana Patrícia Sá Disregarding the influence that digital technologies have been having on social practices of reading and writing is also disregarding the possibility of them (digital tecnologies) being thought of as an essential vector in the promotion of knowledge and critical literacy. In this sense, considering that the discourses in academic sphere carry value and the reflexive writing is a space of manifestation of discursive practices, we aim to share a pedagogical experience developed with students of the Language and Literature course of a state public university in the city of Balsas – MA (Maranhão – Brazil). This paper aims to analyze processes of (trans)formation of future mother language teachers in the course of Language and Literature for didactical digital literacy practices, from the mechanisms of enunciative accountability in reflective writing about and for the teaching workplace. From an action-research, interventionist approach, we investigated writing in and for the workplace in three textual genres: autobiographical reports, digital didactical projects and critical reviews. Situated in the interdisciplinary field of Applied Linguistics and grounded in the dialogical conception of language, from the perspective of enunciative accountability (BRONCKART, 1999, 2006), in the literacy studies (STREET, 2012; BARTON & HAMILTON, 2000; KLEIMAN, 1995, 2014), and in research on the use of reflective writing in the process of teacher identity (re)construction (REICHMANN; BURTON, 2009; REICHMANN, 2015), we undertook a didactic multi-course program (PROMULD) that would enable future teachers to engage in collaborative didactic projects developed in real school contexts. The results revealed that future teacher's digital didactic literacy can be developed from the representations of teachers being and acting, oriented to ways in which these subjects signify, project and operate reflective writing in the teaching and learning practices of mother tongue to the didactic multiliteracy. We argue that these practices can guide teachers in initial training to understand that the teacher's work is in a multiple network of existing social relations in a situated socio-historical context which allows to grasp traces of their professional identity. In addition, the results may contribute to teacher trainers (re)think their performance in initial and continuing teacher education and to (re)planning of public policies aimed at the teacher. Wed, 26 Feb 2020 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/9126 2020-02-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/9122 A intertextualidade e sua relação com a midiatização da ciência na Revista Galileu Barros, Melquíades Paceli Sandes This thesis aims to present the results of the investigation on the phenomenon of intertextuality and its relationship with two purposes (inform and captivate), which are specific to the media domain. The study focuses on the mediatization of science, which is at the intersection of the scientific, didactic and media domains. The research analyzes the explicit intertextuality in the examined corpus, a collection of twenty scientific dissemination news published in Revista Galileu online, taking into account the purposes of information and captation, as well as the identity of the actors mentioned, in order to identify the value that the reader can assign to the information conveyed. To that end, a quantitative and qualitative methodology is used, which includes description, analysis and interpretation of a corpus composed of four selected samples from the general corpus. The theoretical frame of reference encompasses the notion of intertextuality in Barthes (2012), Beaugrande and Dressler (2016); however, we focus on the concept of intertextuality that comes from Koch (2009, 2016); Koch and Elias (2014, 2016); Koch, Bentes and Cavalcante (2012); other concepts, such as (a) communication contract; (b) mediatization discourse of science; (c) discursive restrictions, especially seriousness and emotionality; and (d) credibility, legitimation and captation strategies are based on Charaudeau (2008, 2010, 2013, 2016), as well as on Charaudeau and Maingueneau (2012). The concept of reported speech is borrowed from Maingueneau (2011), with the notions of (a) direct and indirect speech; (b) modalization of discourse according to; (c) textual island. The study reveals that intertextuality, in news about scientific media dissemination, constitutes a strategy for (a) legitimacy: the speaker demonstrates authority; (b) credibility: the speaker demonstrates the ability to persuade; and for (c) capturing: the speaker intends to raise awareness using intertextuality as a strategy in the form of citation in titles, subtitles and first paragraphs, in order to capture interest in the information. According to the results, it is possible to affirm that this investigation contributes to the set of works in the field of Applied Linguistics directed to the formation of a reader who is aware of the power of language, mainly in scientific dissemination news. Mon, 23 Mar 2020 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/9122 2020-03-23T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/9111 A Sugestão Legislativa nº 15/2014: entrelaçamentos e reenquadramentos de frames semânticos no debate sobre os direitos reprodutivos das mulheres no Brasil Santos, Aline Nardes dos This study aims at understanding, by means of the identification of different instantiations of semantic frames (FILLMORE, 1982, 1985) and their intertwining relations, the nets of meaning that (re)frame women's human and reproductive rights in the context of the public audiences that debated the Legislative Suggestion (SUG) n. 15/2014 – this proposal aimed to legalize abortion within the first twelve weeks of pregnancy. In this regard, it conducts a frame-based discourse analysis (LIMA; MIRANDA, 2013; MIRANDA; BERNARDO, 2013), considering a discursive notion of frame, in its interaction-cognition continuum (MORATO, 2010), in order to understand the extent to which women's human and reproductive rights are evoked or reframed by the participants, taking into account their intentions (FILLMORE, 1980; TOMASELLO, 2008) when directing their attention towards some aspects of reality instead of others. (TOMASELLO, 1999, 2008; MIRANDA, 2001; SALOMÃO, 2009; VEREZA, 2016a). Concerning the methodological framework, the study proposes a middle-out data approach (CHISHMAN et al., 2018): after describing the SUG institutional context, from a segmentation by subjects enabled by the NVivo tool (top-down approach), a preliminary description of the semantic frames is sketched, which is reviewed and consolidated by means of the processing of keyword lists in the Sketch Engine tool (bottom-up approach) and of the semantic annotation of excerpts that evoke the respective frames. As results, the study shows that the different forms of instantiation of Frame Elements and their intertwining relations not only disclose different perspectives concerning the Legislative Suggestion nº 15 agenda, but also allow the identification and systematization of the ways by which conservative and/or retrograde conceptualizations about women and their rights are evoked, reducing their autonomy in favor of arguments that deviate – and do not refute, because they do not even approach – the SUG proposal. Fri, 06 Mar 2020 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/9111 2020-03-06T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/8937 Estratégica e/ou Constitutiva? o papel da narrativa na divulgação científica midiática Iracet, Êrica Ehlers This study aims to verify the role - strategic and/or constitutive - of narrative in texts which popularize scientific themes and studies to a non-specialized public, published in the magazines Ciência Hoje, Galileu and Scientific American Brasil. The theoretical input is based on the Semiotic Studies by Algirdas Julien Greimas, on Semioliguistic Theory of Discourse Analysis, by Patrick Charaudeau, and on Textual Analysis of Discourse, postulated by Jean-Michel Adam. Under a point of view which integrates semiotic, semiolinguistic and textual perspectives, and from results of quantitative and qualitative analyses, we argue that, besides of its strategic and pragmatic functioning towards the realization, by the instance of enunciation, of different discursive macro-actions in the text, narrative plays a constitutive and immanent role in the transformation of a not-knowing state (or partial knowing) of the non-specialized reader in a knowing state with regard to the scientific knowledge. For the purposes of this investigation, we analyze the texts in relation to the communication contract in which they are inserted and to their discursive aims, as well as to the way they incorporate the phenomenon of narrativity and to the implication of this phenomenon to the primordial purpose of the mediatic scientific popularization discourse: to inform (making-know) the reader about science. Mon, 26 Aug 2019 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/8937 2019-08-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/8879 Os letramentos do professor: Articulações que se Constroem entre a Formação e a Ação Docente Temóteo, Antonia Sueli da Silva Gomes The present thesis discusses the perspectives of teacher education, based on the experience with PIBID / Language and Literature Course-Portuguese Language subproject, aiming to understand the constitution of the literacy FOR and IN the workplace, considering new constructions made possible by the perspective of literacy formation. The discussion is guided by the question: how do the uses and meanings of the PIBID supervising teachers' literacies, articulate in the contexts of the university and the school? Thus, it was defined as a general objective to analyze the processes by which the uses and meanings of supervising teachers' literacies of PIBID are articulated in the contexts of the university and the school, based on the understanding of literacy as a social practice. In this perspective, the specific objectives of the work are: to identify the literacy practices developed by the supervisors, PIBID scholarship holders, in the university and school contexts, according to the activities they develop; to understand the senses that are attributed by the supervising teachers to these literacy practices, which intersect in the pedagogical activities developed in these spaces; and characterize the relationships that organize and articulate the literacy practices of supervisors, PIBID grantees, in the partnership between university and school. The contribution of the Program is discussed from the concepts of literacy events (Heath, 1983) and literacy practices (STREET, 1988), community of practice (WENGER, 2001) and literacy agency (KLEIMAN, 2006). In this way, the data treatment took place from an analytical description of the activities that take place in PIBID’s context / Language and Literature Course-Portuguese Language subproject. The following categories of analysis discussed: Identity, formation, learning and intertextuality / dialogicity. The research shows that the program provides the supervisor with the construction of literacy in his own workplace, through the many activities that he develops, which relate to different actions that take place in the daily practice of teachers' pedagogical practices and which enables them build knowledge beyond the inherent content of the area of knowledge and the didactic-pedagogical specificities of teaching.; La thèse discute des perspectives dans la formation des enseignants dès l’expérience avec le sous-project PIBID/Lettres-Langue Portuguaise, au vue de comprendre la constitution de l'apprentissage pour et dans le milieu de travail, en tenant compte des nouvelles constructions liées à la formation professionnelle. La discussion est guidée par la question suivante: comment les usages et les sens de l'apprentissage des enseignants superviseus, boursiers du PIBID, s’articulent les uns avec les autres dans les contextes de l’université et de l’école ? Alors, on a défini pour but général analyser les procéssus par lequels s’articulent les usages et les sens de l'apprentissage des enseignants superviseurs, boursiers du PIBID, dans le contextes de l’université et de l’école, sur la base d’une compréhension de l'apprentissage des enseignants comme une pratique social. À cet égard, le travail a comme objectives spécifiques : identifier les pratiques de apprentissage que sont développées par les enseignants superviseurs, boursiers PIBID, dans les contextes de formation de l’université et de l’école, en fonction des activités qui s’y déroulent ; comprendre les sens que sont attribués par les enseignants superviseurs à ses pratiques d’apprentissage qui s’entrecroisent dans les activités pédagogiques, dévellopées dans ces spaces, et de caractériser les rélations qui organisent et articulent les pratiques d’apprentissage des enseignants superviseurs, boursiers PIBID, au partenariat entre université et école. La contribution du programme est discutée selon les concepts des événements d’apprentissage (HEATH, 1983) et la pratique d’apprentissage (STREET, 1988), de comunnauté de pratique (WENGER, 2001) et d’agence d’apprentissage (KLEIMAN, 2006). Par conséquent, le traitement des données a eu lieu dans une description analytique des activités qui se développent dans le contexte du sous-project PIBID/ Lettres-Langue Portuguaise. À la suite, les catégories d’analyse qu’on a retiré des donnés : identité, formation, apprentissage et inter-textualité /dialoguisme, ont été sousmis à discussion. La recherche a montrée que le programme offre au superviseur la construction de l’apprentissage dans son propre milieu de travail à travers le développement de maintes activités, lequelles concernent les differentes actions qui s’effectivent ao jour le jour de la pratique pédagogique des enseignants et que leur possibilite construir des connaissances au-delà des contenus inhérents à la branche du connaissance spécifique didatico-pédagogique de la pratique de l’enseignement. Fri, 22 Mar 2019 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/8879 2019-03-22T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/8722 Álcool é droga? uma análise dos objetos de discurso e das representações discursivas relacionados ao álcool em textos midiáticos online Padilha, João Gabriel Rodrigues Marques In this investigation, I propose a textual-discursive study related to alcohol in texts taken from brazilian online media. My analysis concerns texts collected from the online format of Superinteressante magazine, and from the website Papo de Homem, aiming at discussing how the discursive representations of alcohol are (re)constructed, as well as the implications of such (re)constructions in its understanding. Firstly, I analyze the discourse objects based on nominal forms, according to Cavalcante (2003), which unifies the vast nomenclature that there is about this subject. Secondly, based on Adam (2011), I problematize the argumentative orientationwhich comprehends such discourse objects, bearing in mind that not only they describe, but, above all, point at preferred interpretations of the producers of the texts, based on their speech projects, as well as the marks of enunciative responsibility that fundament this objects. The discursive element of m investigation is based on the notion of communication contract, proposed by Charaudeau (2005, 2009, 2010), from which I contextualize the linguistic marks in my corpus. The contract can be understood as a regulatory landmark that comprehends the conditions of production and interpretations of texts. Such conditions refer not only to identitary elements about the producers and the readers of a given text, but, also to the objectives that a text aims to fulfil, as well as the linguistic choices selected by it producers to compose their texts, among other aspects. My thesis is that, in the aforementioned vehicles, it is possible to find varied discursive representations – even contradictory – related to alcohol. Such differences might be explained by (i) the media contract to which they are submitted, and (ii) by the specific contracts that rule each of them. This proposal relates to the Applied Linguistics realm, area which discusses mundane problems that involve language use (MOITA LOPES, 2006). In this sense, understanding alcohol as something benefic or as a social problem is a matter that implicates language and involve discursive socially constructed representations in an interactive way.; En esta tesis, propongo un análisis textual-discursivo sobre el alcohol en textos midiáticos online en Brasil. Mi investigación incluye textos tomados de la versión electrónica de la revista Superinteressante, y de la página Papo de Homem, con el objetivo de discutir como las representaciones discursivas de la substancia son construidas y reconstruidas, y cuales son las implicaciones de esas (re) construcciones en su entendimiento. Primero, analizo los objetos de discurso realizados por formas nominales anafóricas, basado a la nomenclatura de Cavalcante (2003), que unifica la extensa clasificación que hay sobre el tema. En un segundo momento, basado en Adam (2011), problematizo la orientación argumentativa de las proposiciones-enunciado que comprenden esos objetos, puesto que no apenas describen, pero, sobretodo, apuntan hacia una interpretación pretendida por los productores de los textos, a partir de sus proyectos de habla, así como las marcas de responsabilidad enunciativa que fundamentan tales objetos de discurso. El carácter discursivo de mi trabajo es basado por la noción de contracto de comunicación, tal cual Charaudeau (2005, 2009, 2010), a partir de la cual contextualizo las marcas lingüísticas de mi corpus. El contracto puede ser entendido como un marco regulatorio que comprende las condiciones de producción y interpretación de textos. Tales condiciones remiten tanto a elementos identitarios de los productores y lectores de un texto, las finalidades a que los textos se proponen, cuanto a las elecciones lingüísticas de que se valen sus productores para la composición textual, entre otros aspectos. Mi tesis es la de que, en estos vehículos, es posible encontrar representaciones discursivas distintas, mismo contradictorias, relacionadas al alcohol. Estas diferencias pueden ser explicadas a partir (i) del contracto mediático a que están sometidas, y (ii) a partir de los contractos en particular que gobiernan cada uno de esos vehículos. Esta propuesta situase en el ámbito de la Lingüística Aplicada, área que discute problemas del mundo que implican el uso del lenguaje (MOITA LOPES, 2006). Así, comprender el alcohol como como algo saludable o como un problema social es algo que implica el lenguaje, bien como representaciones discursivas socialmente construidas, interactivamente. Mon, 25 Feb 2019 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/8722 2019-02-25T00:00:00Z