http://repositorio.jesuita.org.br/handle/UNISINOS/1639 PPG Linguística Aplicada Tue, 14 Apr 2026 22:26:42 GMT 2026-04-14T22:26:42Z http://repositorio.jesuita.org.br/handle/UNISINOS/14008 Narrativas de professoras dos anos iniciais sobre o ensino e o aprendizado de alunos com Transtorno do Espectro Autista (TEA): formação, atuação e avaliação Pellenz, Simone Isopo The inclusion of students with disabilities or neurodevelopmental disorders in the regular Brazilian education system, although legally established, still faces challenges and generates discussions in the daily school routine. Given this complexity, this dissertation investigated the pedagogical practices of five early elementary school teachers, exploring their experiences and the inherent challenges of teaching in diversity. The aim was to analyze these practices in relation to students with Autism Spectrum Disorder (ASD), identifying their benefits and challenges in the classroom. This qualitative research collected data through audio narrative interviews with five teachers from a public school in the metropolitan region of Porto Alegre. The analysis was based on the perceptions of authors such as Vygotsky (2010), Orrú (2012, 2017), Santos (2016), Cunha (2020, 2022), Prizant (2023), Haag (2015), Bandeira (2020), and Cruz (2021), focusing on the interfaces among language, education, and inclusion. It was structured into categories such as teacher training and work, teaching and language in the school context, teaching practices with students with Autism Spectrum Disorder (ASD), assessment, and processes of development actualization and de-actualization. The results indicated that the participants' teacher training emerges from daily practical necessity, their conception of language tends towards its use as a communication tool with teacher-centered instruction, there is a lack of knowledge about specific practices for students with Autism Spectrum Disorder (ASD) despite diagnostic information, assessment is primarily used to measure student knowledge, and the teachers' discourses reveal both the presence of de-actualizing elements and actions that favor student development. Thus, the study points to the need for a paradigm shift in teachers' perception of their role, considering their conceptions of teaching, learning, and working with language in the context of inclusive education for students with Autism Spectrum Disorder (ASD). Thu, 24 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/14008 2025-04-24T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13778 A codocência como prática colaborativa projetada para integração e cocriação entre educadores/as na educação bilíngue Mäder, Juliana Danyluk Based on the great expansion of bilingual schools in Brazil and, highlighting that the development of an additional language today is no longer seen as an autonomous discipline but rather as a practice situated in the authentic context of the classroom, taking into account diversity and cultural plurality within the school environment, integrating language and content, classroom management is questioned in this multifaceted context in the presence of a single teacher. Thus, the research proposal defended here aims to explore new possibilities for organizing co-teaching, characterized here as two teachers working simultaneously in the same classroom, in a bilingual context, interacting in two different languages, within bilingual schools and/or with a bilingual curriculum program, in order to advocate how the spaces of action and the different roles of these teachers in classroom management are constituted, highlighting how the different languages are used in these interactions. The essential data for this research are qualitative and ethnographic in nature and were generated from the analysis of pedagogical plans, the application of individual questionnaires and the holding of a focus group with a speculative character. The research revealed the participants' understanding of co-teaching as the presence of more than one teacher in the classroom, without each of them necessarily having a defined role. The co-teaching practice stood out as a resource for compensating the demands of time and logistics of the institution. Regarding the use of two different languages in a shared space, it was clear that the teachers understood that, in order to be a genuinely bilingual teacher, one must have knowledge and proficiency in the additional language. The results show numerous benefits of co-teaching for the students, especially better use of the class, greater attention and understanding of the content, and a safer environment for using the additional language. For the teachers, the best use of time, the exchange of experiences, interdisciplinarity, better interaction between teachers, and greater interest in bilingual education at school stood out. For the students, almost no challenges were pointed out; and for the teachers, the greatest challenges of the practice were the need for more time and/or better organization of integrated planning, clarification on the definition of the new roles of teachers in the collaborative classroom, and the lack of opportunities to approach colleagues to establish bonds. According to these benefits and challenges identified by the research participants, incipient guides for co-teaching were provided and a continuum was developed, with the intention of promoting a more in-depth reflection on the breadth of possibilities regarding this educational model. This research is organized into five chapters, the first of which is an introduction to the bi/multilingual education scenario in Brazil and a reflection on the plural ways of learning of 21st century students, followed by the chapter on theoretical assumptions, research methodology, analysis and discussion of data, ending with final considerations with a view to reviewing current and updated teaching perspectives, taking into account cultural diversity and plurality within the school environment. Thu, 04 Apr 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13778 2024-04-04T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13606 “Ao mesmo tempo tinha a lida da casa para fazer”: narrativas e vivências de mães de estudantes no período de suspensão das presenciais durante a pandemia de COVID-19 Noggi, Thamires Batista Braga The COVID-19 pandemic has impacted various social spheres, among which the challenges encountered in basic education during the suspension of face-to-face classes due to the increasing spread of the virus are particularly noteworthy. In this context, this dissertation aims to investigate, through the oral narratives of mothers of elementary school students, how they discursively construct their children's school experiences during the COVID-19 pandemic. The study adopted a qualitative-interpretative approach, utilizing narrative interviews with the voluntary participation of four mothers of students from both the early and final grades of elementary school, evenly divided between the two groups. The theoretical framework employed in this work includes authors such as Coscarelli (2020), Mendonça (2021), Kersch (2021), Rojo (2020), Bastos and Biar (2015), Flannery (2015), and Moita Lopes (2021). The research reveals how the mothers position themselves and structure their discursive organization. Additionally, other aspects are identified in the participants' speeches, such as the multiple functions that the school institution fulfills, going beyond formal education, establishing routines and quality of life for many families. Similarly, from a micro context, the data highlight the macro, illustrating some differences between families that already had a well-established routine before the pandemic and those that faced difficulties due to the lack of in-person school support. Wed, 29 May 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13606 2024-05-29T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13601 E se fosse meu filho?: identidades de professores da socioeducação expressas por meio de narrativas orais Mattos, Dario de Socio-educational detention is one of the measures applied to young people who have been charged with committing an offense by the judiciary. Much more than a punishment, this measure is, according to ECA, a right and, for many, the opportunity, previously neglected, to resume their studies, interrupted due to their involvement in illegal acts. In this educational context, this research, which addresses the socio-educational environment and the role of the teacher, aims to identify emerging identities from the oral narratives of seven teachers from a detention unit in Rio Grande do Sul, who work in socio-educational programs, during their participation in a university extension course that took place between 2020 and 2021 (pandemic period). This is a qualitative-interpretative research, which uses narrative studies, according to Bamberg (2002), Ochs and Capps (2001) and Labov and Waletzky (1967), inserted in the field of Applied Linguistics, due to its humanistic nature and the fact that the study of narratives identifies a discursive-interactional role and contributes to the understanding of social life, demonstrating how the identities of these teachers are constructed in interaction. The analysis of the data reveals that, in the narratives of these teachers, identities emerge of professionals who understand, welcome and transform realities, while at the same time positioning themselves in relation to young people and their performance in the detention environment. Wed, 18 Dec 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13601 2024-12-18T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13476 Café literário: leitura crítica e protagonismo no Ensino Médio Oliveira, Djeine Murussi Literature has been present in people's lives since birth, through lullabies or reading classic children's books. We call this literary literacy. New technologies, in turn, have broadened the forms of access to reading, resulting in changes in the field of literary literacy. That said, this paper focuses on literary literacy strategies for students in the first and second grade of high school, in two public schools located in a town in the metropolitan region of Rio Grande do Sul, Brazil. Attention to this topic is justified by the need to think about methodologies that involve students and awaken their pleasure in reading, turning them into critical readers with a more comprehensive view of the world. In this sense, the Literary Café is proposed as a methodology that places the student as the protagonist of their literary choices, while the teacher guides and observes the process. The objective of this research is therefore to present and develop, within the scope of the Literary Café, a literary literacy practice for teaching literature in schools. As for the specific objectives, we have i) to present and ground the Literary Café, identifying the stages to be carried out inside and outside the classroom; ii) to identify and analyze the students' impressions of their reading practices, based on their literary reading experiences, in a dialogue circle; iii) to enhance the role of Literature in school to promote the student's protagonism, criticality and autonomy in society; iv) to promote the development of reading strategies, through the Literary Café, so that they reach other school groups, thus increasing the perspective of forming student-readers. In order to achieve these objectives, the data was generated from a dialogue circle with students from the 1st and 2nd grades of secondary school at the schools participating in this research. The theoretical basis, among others, includes Cosson (2006, 2009), Machado (2019), Candido (2011), Souza (2020), Thewes (2021), who support the idea of the relationship between literary literacy in the integral formation of the student, as an individual inserted in the literate and social environment. The data analyzed provided favorable answers to the question about the role of Café Literário as a literary literacy proposal, considering the project itself, the students' reading experiences and the scope and reach of the activities carried out. It is expected that, through this research, it is possible to contribute with more reflections and data about the importance of literary literacy as one of the areas of action taken by the school to encourage a constant interest and habit of reading on the part of the students, making them critical readers and protagonists of their literacy process. Mon, 29 Apr 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13476 2024-04-29T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13474 “Mas nunca me esqueço”: a face feminina da Doença de Alzheimer Dornelles, Ana Isabel Eltz Caused by the accumulation of the beta-amyloid protein and the presence of the tau protein, the Alzheimer’s Disease (henceforth AD) generates the neuron’s death and the nerve synapse’s lost which trigger symptoms that affect not only the individual with the disease but also the people around and, at a macrolevel, the society. Given the scenario of population aging, the concern regarding this neurodegenerative pathology has been gaining emphasis in different areas. However, frequently, the researchers developed in the AD’s context still without cause and cure identified (McDade; Bateman, 2017) reinforce a limiting and homogenizer stereotype. Aspects as gender and live history are erased and the deficits caused by the disease are highlighted. In this scenario, the present research aims to understand how the construction of identities occurs in narratives of women with AD in interactions. This work falls within the field of Applied Linguistics and has a qualitative interpretive nature. Data were generated in open interviews, comprehended as discursive events of meaning’s co-construction between the interlocutors (Mishler, 1986) with three participants following the narrative research approach. The theoretical methodological framework applied to analyze the interviews is constituted by the dimensions of narrative from Ochs and Capps (2001) and by the levels of discursive positioning from Bamberg (1997). The results show that the participants, despite the difficulties caused by the AD, managed to remain active during the interactions. Through narratives, they constructed their identities marked by moral positionings towards recurrent speeches in the society they are inserted. Fri, 23 Feb 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13474 2024-02-23T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13260 “A inclusão inclui, mas também exclui” : a construção das identidades profissionais de professoras PcD Souza, Paula Aparecida Neves de Studies on Education and Inclusive Teaching have been on the agenda of Brazilian society. This topic circulates in various mediums, both on social media and in the creation of public policies aimed at including People with Disabilities (PwD) in social settings. This discussion has been particularly brought up in Basic Education Schools and in research conducted by various universities. This research explores different perspectives of identity, focusing on PwD teachers, while also addressing Inclusive Education and terms associated with People with Disabilities, from the struggle for rights to the creation of the Disability Statute. For data generation, the research uses a qualitative approach with the use of two methods: writing personal narratives and narrative interviews. The general objective of the study is to investigate how PwD teachers overcame prejudice and developed their professional identities, and the specific objectives are to analyze the impact of experiences lived by PwDs on identity construction and to identify various identity manifestations among PwD teachers. The research involves three PwD participants, all teachers, two residing in the metropolitan region of Porto Alegre, Rio Grande do Sul, and one in the state of Tocantins. The results highlight that social relationships influence identity construction, impacting classroom practices. Additionally, the observed identity manifestations are not limited to the professional realm, extending to roles such as mother, daughter, student, and wife. Wed, 27 Mar 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13260 2024-03-27T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13259 “Essas inovações que vocês fazem no debate, o público que vocês atingem, pra mim é uma coisa nova”: a construção do ethos discursivo de Lula no podcast Podpah transmitido no YouTube Alves, Patrícia This research consists of a case study on President Lula's participation in the Podpah podcast, which was broadcast live on the YouTube platform. The main objective is to investigate how the construction of President Luiz Inácio Lula da Silva's discursive ethos occurs. More specifically, the project seeks to analyze how Lula's discursive ethos manifests itself in the three enunciation scenes proposed by Maingueneau: encompassing scene, generic scene and scenography. Furthermore, it aims to show how the discursive ethos manifests itself in a political speech broadcast on a podcast, taking into account the modifications and adjustments that this speech undergoes when broadcast on a program like Podpah on YouTube. The investigation takes place through the theoretical-methodological framework of Discourse Analysis, following postulates by Maingueneau (2015) and Charaudeau (2019b). The methodology is part of qualitative research and follows the steps proposed by Creswell (2007). To carry out the analysis, the speech given in the interview was transcribed and organized into blocks of interest, according to the most recurring topics during the conversation, namely: i) ethos in the conversation about politics in an indirect way; ii) ethos in talking about politics directly; iii) ethos in the conversation about Lula’s personal life. Around five turns of speech were analyzed in each block, which enabled the perception that Luís Inácio builds the ethé of credibility and identification, consistent with the political figure he represents. Mon, 25 Mar 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13259 2024-03-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13257 Ensino de alunos surdos sob a perspectiva de professoras da educação básica a partir da pandemia de Covid-19 Silva, Juliana da Mon, 25 Mar 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13257 2024-03-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13256 O agir docente e o trabalho de ensino de recursos linguísticos em aulas de língua portuguesa : dimensões do trabalho representado apreendidas em verbalizações produzidas durante um encontro formativo Silva, Angélica Gomes da This research aims to analyze, in the verbalizations of a Portuguese language teacher in continuing education, post Covid-19 pandemic, which aspects of the linguistic resources’ teaching are thematized by her in the interaction with teaching trainers. Besides that, we aim to critically reflect on the linguistic analysis’ work in Portuguese language teaching in a school context. In order to conduct this qualitative case study (FLICK, 2009; CRESWELL, 2007), we used as theoretical framework the Sociodiscursive Interactionism (BRONCKART, 1999; 2006a; 2006b; 2008; 2013) and the linguistic analysis’ assumptions (GERALDI ([1984] 2011; [1991] 1997; FRANCHI, [1988] 2006; MENDONÇA, 2006a; 2006b SIMÕES et al., 2012; SUASSUNA, 2012; GIL; SIMÕES, 2015; BEZERRA; REINALDO, 2021). For data analysis, we used the textual architecture proposed by Bronckart (2008;1999), from which we realize the discursive analysis in relation to teaching’s work elements (MACHADO, 2007; BRONCKART; MACHADO, 2009), linguistic resources’ teaching strategies and instruments, capabilities, intentions and reasons for the teachers’ acting (BRONCKART, 2008). The results show an explicit tension in the teacher's verbalizations between what is understood as a traditional grammar teaching versus a linguistic resources’ teaching centered on the practice of linguistic analysis. This tension is permeated by the perspective that the teacher seems to have about the purposes of her actions in relation to students' (mis)understandings about certain practices and uses of linguistic resources in their textual productions. Additionally, it was observed that verbal interaction in the classroom through questions and answers that motivate categorization and identification of certain linguistic resource(s) continues to be the main tool utilized, and there is a view that it is an essential task of the Portuguese language class to operationalize work with metalanguage, regardless of the connection (or lack thereof) that this metalanguage has with the development of the learners' language. These results can contribute to a better understanding of the complexity that exists in teaching actions in relation to linguistic analysis’ practice as well as to promoting training actions on this topic. Fri, 26 Jan 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13256 2024-01-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13015 A produção textual na perspectiva do design: a escrita de artigo de opinião por alunos de nono ano Tarouco, Franciely Weber It is the school's duty to develop students' skills that lead them to become meaning builders and to act consciously and critically in the current educational and social context. In this sense, it is necessary to develop pedagogical practices and activities that consider writing as a contextualized process. In this context, the present study aims to investigate how, from the perspective of the design, ninth-grade students from a private school in Porto Alegre, Rio Grande do Sul, construct meanings and develop arguments when producing an opinion article. The present study aims to investigate how, from the perspective of the design, ninth-grade students construct meanings, and develop arguments when producing an opinion article. The methodological foundation for the data generation of this research, titled "Textual production from the design perspective: writing opinion articles by ninth-grade students", was developed through a research-action approach, based on Tripp (2005). The teaching project that enabled this data generation was planned and implemented by the teacher-researcher in a private school in Rio Grande do Sul. The theoretical assumptions are grounded in studies on writing (Antunes, 2003; Koch; Elias, 2010; Kalantzis; Cope; Pinheiro, 2020), and on meaning construction from the perspective of the design (Kalantzis; Cope; Pinheiro, 2020). Additionally, during this study, the guidelines of the National Common Curriculum Base (BRASIL, 2018) regarding the teaching of text production, addressing multimodality, and the use of arguments in opinion articles will be presented. The characteristics of opinion articles, as described by Beltrão (1980) and Costa (2014), along with the concepts related to argumentation presented by Plantin (2008), Fiorin (2018), Perelman and Olbrechts-Tyteca (2014), and Gonzaga (2017), are also considered. The results show that, in textual production, the use of multimodality in the activities of different stages of the teaching project helped in the construction of meaning based on the patterns of creation of the dynamic meanings of the design. In this perspective, meaning is constructed utilizing visual and spatial languages, which producers choose and organize to present information. Furthermore, it was observed that the selection of arguments occurs based on the standpoint of the proposed theme; in the analyzed texts, students craft their persuasive discourse by formulating arguments to tailor their communication to the audience (Perelman and Olbrechts-Tyteca, 2014), considering the idea of adherence and of spirits ("individuals") to which a speech is addressed to. Through the development of the teaching project, due to the research-action process, the teacher also had the opportunity to re-signify her teaching practice in textual production. Wed, 20 Dec 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13015 2023-12-20T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13012 Afiliação e Fandom: construção colaborativa de conhecimento sobre práticas de leitura e escrita de fanfics em uma comunidade on-line na plataforma Archive Of Our Own Dornelles, Anna Júlia Cardoso This research started with the author's initial observation and concern when searching for authentic knowledge about fanfiction in academic texts. The knowledge found after general Google searches about structure, genres, hashtags, categories, among other aspects of fanfics is mostly written by fans – fanfic readers or writers – in specific community forums, social media publication platforms. Fans are actively producing and systematizing content, however, in materials from the academic community, we consider that this content does not necessarily present the experience in a fanfic reading and writing community in an authentic way, with terms and definitions used by the participants of these communities. By reason of this, the present work proposes to identify and comprehend authentic characteristics of fanfictions as multimodal discursive genres in order to reflect on these characteristics in a collaborative way with community participants –fanfic readers and writers. The theme unfolds with the construction of a safe and comfortable space so that these participants, specifically from the Archive Of Our Own (AO3) publishing platform, could express their ideas and knowledge in the same way they feel comfortable in their online spaces, so that we could organize this practice of reading and writing within an online community enough to overcome barriers and take it outside the community without compromising the authenticity of the practice and the genre. Therefore, we propose to answer the following research questions: a) How do fanfic readers and writers understand the characteristics of fanfics based on their participation in reading and writing communities of this genre?, and b ) What is the relevance of these authors and readers discourse for the authentic work with the genre? To accomplish this, the following objectives were established: a) collaboratively build authentic knowledge about fanfic; b) understand the most relevant characteristics of fanfics and the circulation of the genre from the perspective of participants in the reading and writing community; and c) analyze the relevance of understanding fanfic reading and writing practices as multimodal literacy practices and digital multiliteracies. To theoretically substantiate this work, concepts such as affiliation (BLACK, 2005), affinity groups (GEE, 2004), participatory culture (JENKINS, 2009) and fandom (MIRANDA, 2009) were considered, as well as concepts of new literacies and digital multiliteracies (ROJO, 2012; LANKSHEAR, KNOBEL, 2007), in order to understand the practices of reading and writing fanfic carried out in affinity groups and fandom communities. Furthermore, to defining and think about fanfiction, we continue with works by Kersch and Dornelles (2021), and e Bahoric e Swaggerty (2015). The 20 research collaborators answered an online form consisting of 35 questions that covered the topics mentioned above. The results, extensive and satisfactory, helped to understand fandom communities, as well as their relevance for describing fanfiction reading, writing and publishing as social practices developed in specific contexts. Moreover, it was possible to understand how these participants describe fanfic in its themes, structure and social relevance. Mon, 18 Dec 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13012 2023-12-18T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12853 “Na verdade, tudo mudou, o mundo mudou e não teria como a escola continuar avaliando da mesma forma”: o impacto da pandemia de COVID-19 na prática avaliativa no contexto do ensino de línguas Santos, Maiara Dalpiaz dos During the COVID-19 pandemic, society as a whole had to adapt to physical isolation, and schools were forced to adjust to the challenges of emergency remote teaching. The role of being a teacher during a global pandemic presented various obstacles (MOREIRA; SCHLEMMER, 2020). As the return to in-person teaching took place, new challenges emerged. In this context of significant changes, the teaching-learning process had to evolve, and this included the assessment, as it constitutes an integral part of this process (QUEVEDO-CAMARGO; DAMACENA, 2021). In the context of language teaching, assessment necessitates a comprehensive approach, considering the entirety of students' expressions and outputs while also facilitating continuous monitoring of both student development and pedagogical practices. Consequently, our objective was to investigate how the adoption of principles from the pedagogy of multiliteracies (New London Group, 1996) could potentially address the new demands of language education. Furthermore, we aimed to comprehend the assessment perspectives of a specific group of educators and analyze their actions regarding assessment during and after the pandemic. Therefore, this research seeks to investigate, within the theoretical scope of Applied Linguistics (LA) and Education – considering that LA is an open area (MOITA LOPES, 2009) – how language teachers from a municipal network acted in relation to assessment during and after the pandemic, as well as to understand their conceptions of evaluation. The data generation instruments were: a) questionnaire; b) interviews; and c) materials produced by the participants, who are teachers from a municipal network in the metropolitan region of Porto Alegre (RS) participating in a continuing education course. This research is characterized as qualitative, and the content analysis method (BARDIN, 2016; YIN, 2016) was employed for data analysis. The results show how the teachers have been redefining their perceptions of assessment during the continuing education course and how they evaluated, according to their reports, during and after the pandemic. Furthermore, it was inferred that during the pandemic, the teachers were unable to act as designers of their assessment practices due to the various difficulties encountered during that period and the lack of proper training. Consequently, it was also concluded that for pedagogical practices to be designed based on the pedagogy of multiliteracies, the teacher must act as a designer in language teaching. Tue, 05 Sep 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12853 2023-09-05T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12784 Práticas pedagógicas no processo de alfabetização em contexto de educação bilíngue Wissmann, Jéssica There are many challenges faced by schools which provide bilingual curricula, since the initial implantation to the moments of practice evaluations (Megale; Liberali, 2016). Furthermore, considering the Brazilian scenario, where we can find intensive growth of the bilingual curricula in educational institutions, in accordance with, so far, the lack of validation of a regiment for this educational category. How classes are organized and led by teachers is one of the factors which requires reflection by teachers and schools. In schools where the bilingual education takes place in groups through literacy learning process, at times there are debates about who the literacy teacher must be, if the child can be in a literacy process in two languages and what are the impacts (positive and negative), when the literacy process in a second language should begin, among many others. From a position of teaching in a school with bilingual curricula (Portuguese and English) and research in Applied Linguistics in the field of bilingual education, the emphasis of this project are the literacy practices in a school with bilingual education classes from Preschool to Elementary school. The purpose of this research is to identify and analyze how the School Crescer structures its bilingual education, especially in the initial stage of literacy. The data presented were generated from recordings of classes, by the bilingual teacher and the full time teacher, 1st grade class, during the second semester of 2022. Supported by the data and analysis, we were able to observe distinctions in the teachers' understanding with regard to literacy practices in both languages, Portuguese and English, the former being geared towards literacy and the latter oriented towards the teaching of the English language. Thus, based on these analyzes and on the studies for the elaboration of this research, we share an example of the author's pedagogical redirection involving her own pedagogical practices in a bilingual education scenario. Thu, 17 Aug 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12784 2023-08-17T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12783 Ethos discursivo e extimidade: uma análise da construção da imagem discursiva de divulgadores científicos no ecossistema Twitter Redel, Alessandra In 2020, because of the pandemic, several people joined social networks, mainly Twitter, in order to obtain information related to the disease – thus shedding light on science. Faced with this conjuncture, the ways of popularizing science needed to be reviewed and adapted to the new context. One of the novelties was the fact that many scientists used their own personal accounts on social networks to popularize science. The main objective is to verify how the image of scientific popularizers is constructed in the Twitter ecosystem, analyzing the presence of extimity discourse (fragments of intimacy with the aim of social validation) in the construction of the ethos. For this, we selected two profiles, Denise Garrett and Otavio Ranzani, epidemiologists who popularize science on Twitter, with great repercussions. The theoretical contributions that guide this research are the Theory of Digital Discourse, by Marie-Anne Paveau (2015, 2016, 2021), which deals with the specific characteristics of native digital discourses; and the postulates of Ruth Amossy (2005) and Dominique Maingueneau (2001, 2008, 2014, 2020) related to the studies of the discursive ethos. The type of the research is mixed (qualitative and quantitative), and the corpus of the study is composed of 128 screenshots, 4 of which are biographies (bios) of science popularizers, 82 are tweets published by Denise Garrett and 42 are tweets published by Otavio Ranzani, on their respective personal Twitter accounts. From the 128 captures, we chose to analyze those that best exemplify how the image of the promoters in question is built. The research findings indicate changes in the way of disseminating science and point to a new type of more humanized ethos of scientists and science popularizers. Fri, 28 Apr 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12783 2023-04-28T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12544 Diálogos decoloniais: leitura, letramentos e formação continuada de professores/as de língua portuguesa Araujo, Victória Kennedy de In a society mainly organized around literate practices, the importance of reading, for the complete exercise of citizenship, is evident. Reading is the target of the most diverse criticisms, and its responsibility is often attributed directly to the school and, especially, to Portuguese language teachers. Considering this, our qualitative study (CRESWELL, 2007) aimed to analyze verbalizations of two Portuguese language teachers which emerge in the context of continuing teacher education, to understand what they reveal regarding the concepts of reading, the objectives, meanings and limitations of teaching actions involving this language practice and regarding the continuing teacher education path in which they engaged throughout the year of 2021. Therefore, our data were generated in the context of the continuing teacher education path proposed by the LID Group - Language, Interaction and Development, in partnership with the Municipal Department of Education of Novo Hamburgo/RS, throughout 2021, from which the verbalizations were transcribed based on a linguistic-interactional perspective and analyzed according to the principles of the textual architecture model and other concepts of Sociodiscursive Interactionism (BRONCKART, 1999) for the analysis of the language action. The analyses are also articulated to our theoretical framework, concerning reading, based, for example, on Freire (1989), Rojo (2004), Kleiman (2008), Cafiero (2010) and Almeida (2020), and concerning decoloniality, supported by authors such as Castro-Gomez (2007), Gomes (2012), Mignolo (2018), Walsh (2018) and Cadilhe (2020). The results suggest that reading as a cognitive activity is a concept still very evident in the teachers' verbalizations, which seems to limit the objectives when working with this practice and, consequently, impact the results of the activities developed. However, this concept is negotiated and tends to change, during the meetings, through the interactions and debates between teachers and trainers, suggesting the effect of opening decolonial cracks (WALSH, 2018), allowing to re-signify (the work with) reading. Then, we have indications that: (i) the continuing education path boosts the professional development of teachers, by engaging in a reflective process on their actions, and could contribute to a decolonial turn for teaching reading; (ii) the continuing education actions seem to build a decolonial attitude, by putting different knowledges/doings in dialogue, contesting the hegemonic status of the academy. It will be necessary, however, to continue reflecting on teaching reading and improving, even more, the continuing teacher education actions, in order to contribuite to the context of public school education, oriented to the citizen development of students. Fri, 10 Mar 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12544 2023-03-10T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12543 Narrativas de professores de espanhol: processos de construção de identidade docente Costa, Silviane Assunção El presente estudio aborda cuestiones sobre narrativas, construcciones sociales y las marcas de identidad que ellas señalan. En esta perspectiva, abordaremos las narrativas de los docentes españoles y los procesos de construcción de la identidad docente que conforman a los profesionales de esta área. Pretendemos, por tanto, investigar cómo los docentes de lengua española realizan su identidad en las narrativas sobre su práctica profesional, así como analizar las diferentes concepciones de identidades que se presentan en los discursos de los participantes en sus narrativas de experiencia personal y comprender los niveles de las posiciones discursivas que intervienen en la construcción de la identidad en narrativas sobre la práctica del profesor de lengua española. Estos parten de la idea de cómo la linguística ayuda a pares que, como yo, profesora de lengua extranjera, se encuentran en un sesgo ideológico y social, en el que nuestra disciplina no está sustentada en políticas públicas ni incluida en políticas linguísticas que garanticen una equidad a la enseñanza. Nuestra metodología propone una investigación cualitativa utilizando afirmaciones de conocimiento socialmente constituidas, con el objetivo de analizar la construcción de la identidad de los profesores de lengua española en las narrativas sobre la práctica docente. Para ello, trabajaremos con entrevistas, con el fin de evidenciar a través de las narrativas de los docentes de lengua española, cómo se identifican a sí mismos y a los demás en esta construcción social que es la enseñanza. Para trabajar con los análisis, optamos por utilizar dos formas de observación: las diapositivas de análisis de Biar (BASTOS; BIAR, 2015) y los tres niveles de posicionamiento de Bamberg (2002). A partir de eso, tuvimos las entrevistas realizadas y el proceso de descomposición de los discursos en interpretaciones a partir de la construcción identitaria del investigador que se siente estrechamente vinculado a las prácticas mencionadas y fuertemente afectado por el tema de investigación. Como resultado, tenemos la señal de que ambos profesores, aún sin conocerse, defienden una línea de análisis en la que presentan la enseñanza y las posibilidades, sacando a la luz necesidades emergentes sobre la LE, pues también evidencian un escenario de lucha, refiriéndose de lo macro a lo micro, como en las diapositivas de análisis de Biar (BASTOS; BIAR, 2015), y ejemplificar el escenario actual, como escenario de lucha.; The present study addresses questions about narratives, social constructs and the identity marks they signal. In this perspective, we will approach the narratives of Spanish teachers and the processes of teacher identity construction that make up the professionals in this area. We aim, therefore, to investigate how Spanish language teachers perform their identity in narratives about their professional practice, as well as to analyze the different conceptions of identities presented in the participants' discourses in their personal experience narratives and to understand the levels of discursive positions that are involved in the construction of identity in narratives about the practice of Spanish teachers. These start from the idea of how linguistics helps peers who, like me, a foreign language teacher, find themselves in an ideological and social bias, where our subject is not supported by public policies and neither inserted in linguistic policies that guarantee equity to the teaching. Our methodology proposes a qualitative research using socially constituted knowledge claims, aiming to analyze the identity construction of Spanish language teachers in narratives about teaching practice. In order to achieve this, we will work with interviews to demonstrate through the narratives of Spanish language teachers how they identify themselves and others in this social construction that teaching presents itself. To develop the analyses, we chose to use two forms of observation: Biar's (BASTOS; BIAR, 2015) analysis slides and Bamberg's (2002) three levels of positioning. Thereof, we had the interviews carried out and the process of decomposition of the speeches into interpretations based on the identity construction of the researcher who feels closely linked to the practices mentioned and strongly affected by the research theme. As a result, we have the signal that both teachers, even without knowing each other, defend a line of analysis in which they present teaching and possibilities, bringing up emerging needs about the Spanish language, since they also demonstrate a scenario of struggle, referring from macro to micro, as in Biar' analysis slides (BASTOS; BIAR, 2015), and exemplify the current teaching scenario as a scenario of struggle. Wed, 10 Aug 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12543 2022-08-10T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12541 “Para mim, linguagem é a forma como a criança se expressa!”: o papel da linguagem na educação infantil a partir de entrevistas e planejamentos de professoras de uma rede privada Duart, Patrícia Prates de Quadros Early Childhood Education, the first stage of basic education, is an important space for the construction of learning. By providing pedagogical strategies for interactions between adults and children, permeated and mediated by the use of language, one contributes to education in its entirety and to the constitution of these subjects. In view of this demand and with the purpose of looking at language in this context, this study aims to analyze how language is highlighted in the speech and lesson planning of kindergarten teachers from a private school in the metropolitan area of Porto Alegre, during the pandemics. To this end, the data were generated during meetings and semi-structured interviews with regular kindergarten teachers from the collaborating institution. Documents such as educators' lesson plans which related the BNCC (Brazilian National Curricular Base, BRASIL, 2017) and the DCNEI (Brazilian Norms for Early Childhood Education, BRASIL, 2010) guidelines were also considered. The respective data were analyzed from the perspective of studies focused on language development (BAKTHIN/VOLOCHINOV, 2006; VYGOSTSKY, 2007; PERFEITO, 2007; VEÇOSSI, 2014; STAUDT, 2015; STAUDT; FRONZA, 2015; SACCOMANI, 2018, and others). Among the findings of this dissertation, it stands out that, in the Early Childhood Education context in focus, language is treated as one of the aspects to be developed by teachers, thus playing an important role in the developmental process of the child. Although with different perceptions about language and its approaches, it is possible to notice that, as learning mediators, the teachers recognize the need to identify, in each pedagogical strategy, interactive situation and exchange relationship, opportunities for the development of children's language competences. As language is neither static nor restricted, all interaction possibilities are permeated by its use and there will always be opportunities for incentives and stimuli to learning. Language, therefore, assumes an important role in the context of learning mediations in Early Childhood Education, because it empowers the different subjects that use it, recognize and constitute themselves in the other(s). Fri, 03 Mar 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12541 2023-03-03T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12540 The lexicon as a possibility: the contribution of semantic-terminological information to lexical substitution tasks in natural language processing Martins, Mikaela Luzia The aim of this work is to investigate the phenomenon of lexical variation in Portuguese and English in terms alignment and lexical substitution steps in Natural Language Processing (NLP) taking into account the specialized domain of retail. As a theoretical contribution, we are based on an interdisciplinary interface that considers the postulates of the areas of Computing and Linguistics. Therefore, we offer a theoretical overview of the use of semantic information in the development of NLP systems and demonstrate ways of implementing semantic information in computational lexical bases such as WordNet, FrameNet and FrameNet Brasil. With regard to Linguistics, we rely on the definitions of Murphy (2003, 2010), L'Homme (2020) and Croft & Cruse (2004) regarding the semantic relations directed to specialized terminology. We also take into account León-Araúz & Faber's (2014) classifications and inferences regarding lexical variations and translation equivalents within the scope of Terminology. Our methodology is based on the conjectures of Corpus Linguistics and relies on the use of the Sketch Engine tool to analyze the corpora in English and Portuguese that seek to represent the terminology of the domain. The pairs of terms chosen for the research exercise of the lexical substitution task are “plant” – “site” and “material” – “article”. The terminology used in the monolingual analysis stage comes from the predictions generated by three lexical substitution models: the first one takes into account the synonymy between terms, the second one considers an additional layer of information, the word embeddings, and the third one works with the aid of an additional information layer that recovers the semantic frames. The terminology used in the multilingual analysis stage comes from the corpus used and from a collection of retail terminological bases. Our monolingual analysis seeks to classify the models' predictions according to the semantic relations and results in a categorization of terms according to the definitions of terminological variation by León-Araúz & Faber (2014). The bilingual analysis, in turn, classifies the translation equivalents of the pairs of terms according to the translation problem they represent and according to the types of equivalence that were listed by León-Araúz & Faber (2014). Finally, based on analyses of a semantic-terminological nature, our results point to improvements in lexical substitution models and automatic translation models that take into account the semantic information and the terminological classification categories in order to advance in the quality and linguistic accuracy of the results. Wed, 01 Mar 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12540 2023-03-01T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12539 ‘Inglês para o futuro’ : reflexões sobre investimentos de aprendizes e de seus familiares na aprendizagem de língua inglesa Petry, Daniele Susana The present research focuses on the English language learner as an additional language. Based on the generation of oral and multimodal narratives (BARKHUIZEN; BENSON; CHIK, 2014) of adolescent learners and their guardians, this research aims to understand what drives them to seek and invest in an English course at a private language school. Among the concepts in focus, a mention is made to what is understood as lingua franca, foreign language and additional language, based on Jordão (2014) and Ramos (2021), and how these terms appear in the documents that define the essential school learning (BRASIL, 2018; RIO GRANDE DO SUL, 2009; RIO GRANDE DO SUL, 2018). Then, the focus is on one of the studies that deals with motivation to learn an additional language (DÖRNYEI, 1998). Among other reflections, emphasis is also placed on the notion of investment, initially proposed by Bourdieu (1986), expanded by Norton Peirce (1995) and Norton (2000). Four teenage learners enrolled in an English course at a private language school and their respective guardians participated in the research. Data were generated based on the adolescents' responses to a questionnaire in which they manifested themselves about their school context and their contact with the English language. Then, each learner participated in a semi-structured interview, from which narratives about English in their lives, their expectations and perceptions about English language learning in regular schools and in the English course were obtained. There were also interviews with the adolescents’ guardians, who also indicated their perceptions to the English language for their daughters, complementing the data in focus. The results indicate that there is an economic and emotional investment by the learners and their guardians in relation to the girls’ future. In addition, the social and family contexts seem to be related to the investment made, indicating expectations regarding language learning in the course and in regular school, as well as what this learning can provide. Fri, 24 Feb 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12539 2023-02-24T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12538 “Se ele soubesse a minha história”: a narrativa de linguísticas aplicados sobre a experiência do doutorado sanduíche e sua relação com a língua inglesa Barbato, Cesar Souza The present research analyzes narratives of applied linguists participating in the Sandwich Doctoral Study Abroad Program (PDSE). It focuses on the role of the English language and its unfoldings in the exchange experience, considering that there is still a gap in the studies of narratives in Applied Linguistics in this field. It also analyzes how the participants perceive the reverberations of the experience abroad in their English teaching practices (error correction, pronunciation, phonetic aspects), as well as verifying the use and value attributed to the language during the exchange experience (difficulties, challenges and transformations that occurred during this period) and understanding the internationalization process in the Brazilian context, since PDSE is one of the initiatives for that, from a critical perspective. The theoretical foundation is based on discussions about globalization (SANTOS, 2021), the internationalization of higher education (KNIGHT, 1994, 2004, 2014), the use of English as a lingua franca (JENKINS, 2009), the geopolitical uses of language (MIGNOLO, 2003; SEIDLHOFER, 2012; VERONELLI, 2015) and decolonial studies (MIGNOLO, 2003; QUIJANO, 2005). The methodology of this research is qualitative, having as analytical theory the narrative approach of Bastos (2008), concepts of positioning (DAVIES and HARRÉ, 1990), narrative performance (BAUMAN, 1986), notions of Discourse (GEE, 2008) and the analysis slides of Biar, Orton and Bastos (2021). Data generation took place through semi-structured and recorded interviews using the Microsoft Teams platform. The data were analyzed according to Biar, Barton, and Orton's (2021) analysis slides approach. The results of the study indicate that the sandwich PhD experience, with regard to language episodes, provides experiences related to accent, pronunciation, prejudice, and language geopolitics. Furthermore, the interviewees who work in the classroom also share how the experience abroad during the sandwich doctorate reverberates in their classroom practices. Studies of this nature contribute to the construction of a decolonized view of the sandwich doctorate, since they problematize aspects related to the idealization of the experience outside Brazil, but also demonstrate the importance of the sandwich doctorate for the construction of the identity and career of the participants/post-graduates/future PhD’s/academics. Wed, 15 Mar 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12538 2023-03-15T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12240 A linguagem que me fala: da sustentação do Deitsch em contexto familiar à construção de identidades translíngues Tempas, Camila The simultaneous use of two or more languages in everyday conversation is a typical practice in bi/multilingual contexts. These practices convey how the convergence of different languages and cultures enable and give new meaning to the creation of fluid and hybrid identities. By means of the multimodal analysis of everyday conversations, accomplished through the observation of combined use of Deitsch (Hunsrückisch) and Brazilian Portuguese, we perceive how the two languages are used in diverse contexts, – which separately carried specific linguistic domains –, in ways that are sensitive to how individuals move through different speech communities. Supported by the theoretical and methodological perspective of Multimodal Conversation Analysis (SACKS et al., 1974; STREECK; GOODWIN; LEBARON 2011; MONDADA, 2007, 2018), we transcribed and analyzed seven interactions in which the two languages are used. These interactions were recorded in audio and/or video by the participants themselves and, from these fragments of conversation, it was possible to recognize how the interactants, by means of language choice during the interaction, among other semiotic resources, seek engagement, alignment and/or affiliation with other interactant(s). Furthermore, we noticed that the linguistic choices index knowledge and understandings shared among the participants. We also observed that code alternation may indicate changes in the organization of the interaction or can be deployed in order to include another participant who does not share one of the languages used in the conversation. Thu, 12 Jan 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12240 2023-01-12T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12206 “A gente acaba percebendo muita coisa no momento, ali em sala de aula, e aí?”: narrativas de professores de inglês como língua adicional sobre o contexto de ensino de inglês para very young learners nas Escolas de Educação Básicas Vargas, Juliana Silvestre de The teaching of additional languages in early childhood, especially the English, in regular schools, has been developing exponentially. Data from the Brazilian Association of Bilingual Education (ABEBI) suggest that, in the recent decades, it is estimated a growth of 6 to 10% of bilingual institutions in the country, in addition, 1,200 institutions that are not bilingual are already starting to offer bilingual programs. That way, it is necessary to emphasize the look at this new audience that is gradually taking up space as additional language learners in regular schools. As well as for the training of professionals who will work with this new audience. This research aims to understand, from oral narratives, as an instrument of analysis, what the English language teaching scenario is like for very young learners, according to the narratives of teachers working in the area. Therefore, we seek to highlight what the narratives of the participants reveals about the teaching of additional languages for very young learners in regular schools of the region, considering the gaps of learning of the graduation course, and to analyze possible similarities and differences between the narratives of the participants, that allow us, partially, to know and understand this teaching scenario. The methodology of this research is qualitative, having as analytical theory the narrative approach of Labov (1972), (1997), Bastos (2008), Bamberg and Georgakopoulou (2008), Bamberg (2012), De Fina and Georgakopoulou (2015) and the analysis slides by Biar, Orton and Bastos (2021). The data for this study were generated from unstructured narrative interviews with voluntary participants, conducted by the researcher. The narrative interviews were conducted remotely, recorded in audio and transcribed based on the principles of textual-interactive oriented conversation analysis, according to the transcription conventions proposed by Marcuschi (1986) and Mira (2016). The data were analyzed according to the narrative approach of Labov (1972), among others, and the analysis slides of Biar, Barton and Orton (2021). This research is justified by the gaps of learning how to teach additional languages for very young learners in regular schools, present in the Letters and Pedagogy courses of the region, in addition to the scarcity of academic productions to support this teaching. The results of the study indicate that the teaching of English language to children requires an experiential and academic knowledge of the teacher that goes beyond that promoted by graduation. In addition, similar experiences regarding the entry into teaching of very young learners reveal a need to emphasize the look at this training issue, in order to prepare a new professional for this new audience. Fri, 09 Dec 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12206 2022-12-09T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11920 A construção de identidades de professores homens na educação infantil a partir de narrativas de práticas pedagógicas Farias, Vagner Moraes La investigación presentada en esta disertación tiene como objetivo general: comprender cómo las identidades de dos profesores varones, de educación infantil en una red educativa municipal de la región metropolitana de Porto Alegre, em Rio Grandedo Sul, se constituyen en narrativas orales sobre su práctica profesional. En cuanto a los objetivos específicos: i) analizar cómo los participantes construyen discursivamente las expectativas y desafíos presentados al inicio de sus carreras a través de sus narrativas; ii) investigar las posiciones discursivas presentadas en las narrativas de los docentes; iii) destacar los elementos lingüístico-discursivos que intervienen en la construcción identitaria del docente que actúa en Educación Infantil. El abordaje del problema se basa en el análisis de narrativas, orientado hacia una perspectiva socio-interaccionista. Las herramientas analíticas se basaron en Ochs y Capps (2001), para comprender las dimensiones de las narrativas expresadas por los participantes; Bamberg (2002) y De Fina (2013), para discutir los niveles de posicionamiento; Bucholtz y Hall (2005) para negociaciones de identidad. Para la contemplación de los discursos producidos, se apoya en claves indexicales, desarrolladas por Wortham (2001). Y, para tejer sobre el género y los procesos involucrados, caminamos en la perspectiva del concepto-herramienta propuesto por Dal'Igna, Scherer y Silva (2018). Para la generación de datos se utilizó grabación de audio y video para cubrir, según De Fina (2013), “formas lingüísticas y no lingüísticas”. Los datos se obtuvieron a través de entrevistas narrativas y se realizaron individualmente, en un momento factible para el participante. Se encontró que las identidades de los docentes varones se producen y transforman en una articulación de género con otros marcadores sociales. Su construcción es evidenciada por los participantes a través de la postura de desplegar evaluación afectiva y orientaciones epistémicas, dando vivencia a los hechos, garantizando una alta historicidad. Wed, 24 Aug 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11920 2022-08-24T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11919 “Eu também sou (do) bilíngue?” – a coconstrução de identidades de educadores atuantes no planejamento de um currículo bilíngue integrado à luz da teoria sócio-histórico-cultural Marques, Eduardo Henrique Sampaio The present research aims to analyze, in the light of Vygotsky’s socio-historical-cultural theory (1987; 1988), the transformations that occurred in the identities of the research participants during a development course for in bilingual education with a view to co-constructing an integrated bilingual curriculum. The methodology will be based on the generation of narratives (BARKHUIZEN; BENSON; CHIK, 2014) throughout the observation of synchronous meetings in the continuing education course and in interviews with the participants. In this way, we can contribute to the field of Applied Linguistics to the understanding of this educator in school practices and in the formation of educators engaged in a collaborative and transformative bilingual education. The results indicate that the participants of the research demonstrate significant transformations regarding the following aspects: appropriation of the concepts presented in the training, identity fluidity, collaboration, belonging and empowerment. These mentioned aspects served as categories for the analysis of the narratives of educators in training working in the 5th year of the Initial Years of Elementary School in a school located in the northeast of Brazil. Thu, 25 Aug 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11919 2022-08-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11918 A translinguagem na aprendizagem do inglês por falantes de português em uma região de descendência alemã do Sul do Brasil Persch, Débora The teaching-learning of additional languages has been the focus of study for a long time, and new theories emerge over time, and among them, Translanguaging, which is a pedagogical proposal that goes beyond more traditional conceptions of bilingualism (GARCÍA and LI WEI, 2014). Within this perspective, the way students learn and the context in which they are inserted must be taken into account so that learning is successful and makes sense to students. It is also necessary to respect the linguistic varieties and value all the linguistic repertoire brought by the students. In Translanguaging, the focus is on communication to make sense (GARCÍA, 2009). The present research was developed looking at the learning of English by Portuguese speakers in a city of German descent, considering the entire socio-historical-cultural context of the students, which includes the Hunsrückisch language. For this, the general objective is to analyze how the phenomenon of Translanguaging happens in a 6th grade class when learning English as an additional language. The specific objectives are: to observe which linguistic practices are used in an environment where Translanguaging occurs; to analyze if there is, at school, space for Translanguaging to be promoted, considering that language learning, as well as all cognitive development, is socio-historically constructed. In the theoretical foundation, the Translanguaging proposed by García (2009) and the socio-historical-cultural theory presented by Vygotsky (1993) are used, considering that learning is socially constructed, through interaction between peers. This research is qualitative and ethnographic nature. The data were generated in a public elementary school and the participants are the students and the English teacher of a 6th grade class. The instruments used to generate data were the observation of 6 English classes, a research diary, a questionnaire with the students, recording through photographs of the students' notebooks and an interview with the English teacher. The results show that Translanguaging occurs in this context, but if there were more knowledge about translingual practices and the appreciation of the multilingual context, more situations in which Translanguaging appeared would be possible. In addition, it is observed that the Hunsrückisch language is not valued by students. Thu, 18 Aug 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11918 2022-08-18T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11917 Ensino de língua portuguesa em tempos de pandemia de Covid-19: representações de professoras sobre o seu trabalho e a sua formação Schmidt, Bruno Scienza The Covid-19 pandemic and the resulting social distance directly impacted the teacher's work. Teachers from all over the world saw the need to reinvent their teaching practices considering the context of remote classes, without the physical presence of the student and teacher at school. In this sense, the present study seeks to analyze the representations of Portuguese language teachers regarding the development of proposals involving the language practices provided for by the BNCC (BRASIL, 2018), especially writing, in the context of emergency remote teaching caused by the Covid-19 pandemic. The theoretical support used in this research is found, mostly, in studies developed within the methodological theoretical framework of Sociodiscursive Interactionism (ISD) proposed by Bronckart (1999, 2006a, 2008) and collaborators. This choice allowed the identification and analysis of teaching actions based on texts, since it is in and through texts that knowledge about the teacher's work is built. In addition, this study is also supported by recent studies regarding the teaching of Portuguese language in times of pandemic (CARVALHO; RIBEIRO, 2020; JUNQUEIRA, 2020), in studies on the teaching of writing (DOLZ; GAGNON; DEC NDIO, 2010) and in the development of Genre Didactic Projects - PDG - (GUIMARÃES; KERSCH, 2012) as a didactic device relevant to both mother tongue teaching and teacher training. Methodologically, this is a qualitative-interpretative research, centered on the analysis of texts-discourses produced in a situation of continuing education of Portuguese language teachers. In the analysis developed, we make use of verbalizations produced by two teachers participating in a process of continuing education in professional development communities (GUIMARÃES; CARNIN, 2020), seeking to identify linguistic-discursive clues regarding the teaching of Portuguese language during the pandemic of Covid-19. The analysis undertaken is centrally developed from the model of textual architecture (BRONCKART, 2008) and seeks to explain, in addition to the context of production, types of discourse and mechanisms of enunciative accountability employed by teachers when they discursively represent the work they have developed during the year of 2020, during the emergency remote teaching period. The results suggest that teaching work in times of a pandemic has become even more challenging, that the physical distance imposed by social distancing makes it difficult for teachers to act and monitor the development of student activities. Regarding the teaching of writing,it was observed the presence of several gaps in the construction of teaching proposals that are in line with recent studies in the area, with official documents and with the rights of student learning. These results point to the need to continue investing in the continuing education of teachers in order to assist them in the reconstruction of post-pandemic learning. Tue, 23 Aug 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11917 2022-08-23T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11820 A semântica de construções com verbos-suporte e o paradigma Framenet Abreu, Débora Taís Batista de The aim of this study is to investigate the semantics of support verb constructions with dar and fazer from Brazilian Portuguese, through the description of frames underlying these expressions and the analysis of occurrences extracted from electronic corpus. The choice for this theme was due to the identification of the lack of descriptions for these constructions in Semantics, Lexicography and Computational Linguistics. In order to accomplish this research, the lexicography resource FrameNet was used for the semantic annotation of one hundred sentences with support verb constructions. The research discussed, mainly, the semantics of support verb constructions, the applicability of the resource FrameNet for their description and the possibility of finding patterns of occurrence among these irregular and productive expressions. Through the analysis that was carried out, it was possible to check that the constructions follow certain selection restrictions and can be associated to each other considering semantic roles in common. Thu, 24 Feb 2011 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11820 2011-02-24T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11158 Cultura digital, multiletramentos e ensino de língua portuguesa na perspectiva de professoras em formação continuada Schell, Luiza Vitória de Abreu The advent of digital technologies and the changes triggered in the way of living and being in society gave rise to a new culture, the digital culture (LÉVY, 1999). There are, especially in this culture, in digital environments of interaction, new language practices, which originated new text genres with multiple semiosis that go beyond verbal language. However, it seems that these new text genres have gained little space in Portuguese language classes at school. Considering this scenario, this research seeks to understand how Portuguese language teachers, in continuing education, develop a genre education project (GUIMARÃES; KERSCH, 2012; 2014) from the perspective of multiliteracies and from the work with text genres of the digital culture and how the reflection of this work can enhance the resignification of their teaching practices. For this, the theoretical foundation is based on studies of digital culture and its repercussions and impacts on the school context (LÉVY, 1999; LOPES; SCHLEMMER, 2011; SCHLEMMER; DI FELICE, 2020), in the perspective of multiliteracies in the teaching and learning of mother tongue from the studies of the New London Group (1996), of what is prescribed in the National Curricular Common Base (BRASIL, 2018) and, especially, the assumptions of Sociodiscursive Interactionism (BRONCKART, 1999; 2006a), which allow reflections on the teacher's work and teacher professional development. This qualitative research (CRESWELL, 2007) mobilizes, in the generation and analysis of data, recordings of interactions produced during remote continuing education meetings with Portuguese language teachers and/or pedagogical coordinators that working in a public school system, during the Covid-19 pandemic, in the year 2020. From the interactions performed in this context, the verbalizations of three professionals, at different moments of continuing teacher education, are analyzed, seeking to identify linguistic-discursive clues that show the movements of resignification of their teaching practice, especially with regard to working with text genres of digital culture and multiliteracies from the work with genre education project. For data analysis, the textual architecture model proposed by Bronckart (1999) is used, also aligned with the principles of studies in the fields of digital culture and multiliteracies. The results suggest that professionals, through the development of genre education projects, have appropriated of the text genre of digital culture and the digital technologies that surround it and revealed, from the critical reflection on their work and the awareness process expressed by them verbally, promoted and encouraged in the continuing education meetings, clues for the professional development of teachers and for the resignification of their teaching practices. Tue, 15 Mar 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11158 2022-03-15T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11157 Um recurso lexicográfico baseado na semântica de frames no contexto do ensino bilíngue infantil Oliveira, Lenir Marina Trindade de This seeks to present a theoretical-methodological proposal at the interface between Cognitive Linguistics, more specifically from the perspective of Frame Semantics theory, and Pedagogical Lexicography, for the development of pedagogical lexicographical resources organized from the concept of semantic frame. We also aim to analyze what are the possible convergences between the theory of Frame Semantics and the science of Pedagogical Lexicography with regard to their premises and postulates; to determine the characteristics present in a model of pedagogical lexicographical resource organized from the concept of frame, discussing issues related to its structure and, finally, to present a model of linguistic description of frames and lexical units, taking into account the characteristics of the foreseen lexicographical resource , as a way of illustrating the proposal. The methodology of the work situates the environment and the subjects of our research; and based on the expertise of the SemanTec research group, it proposes the following steps as an analysis procedure: study of the domain to create a conceptual map, initial proposition of frames, survey of lexical units, presentation of the microstructure of frames and lexical units. Next, we proceed to the elaboration of a model version of the proposed lexicographical resource, where we discuss in detail each step foreseen for the creation of the product listed in the work methodology, presenting a conceptual map, the proposed frames and the relationships between them, the glosses, the lexical units lexica raised and the representation of each one. The research results show that the assumptions of Frame Semantics and Pedagogical Lexicography are similar because they constitute valuable tools for the creation of dictionaries, since both theories deal with a different conception for the organization of the lexicon. They pay attention to the importance of the context and the previous knowledge and experience of the speaker/consultant, and for contributing to an organization of meaning in a broader and more contextualized way, favoring a more effective experience of the speaker/consultant in relation to the use/understanding/acquisition of the language. When carrying out the methodological steps for the elaboration of the resource that we propose, we outlined the characteristics of our pedagogical lexicographical resource as a specialized product in the scope of the school routine of bilingual education, in the case of a bilingual resource, by bringing equivalents of glosses, frames and lexical units in Portuguese. We also bring the representation of lexical units through drawings made by children. We realized from the accomplishment of this research that the contribution of Frame Semantics to Pedagogical Lexicography is in the definition bias; more specifically in the way the lexicographical resource was produced, also considering its pedagogical proposal. This intersection of practices demonstrates how both the Frame Semantics theory and the science of Pedagogical Lexicography contributed to each other in the elaboration of the lexicographical resource model proposed here. Thu, 24 Feb 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11157 2022-02-24T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11155 Tecnobiografia: um olhar sobre a agência do professor em produções multimodais na perspectiva dos multiletramentos Santos, Gabriela Krause dos The technological era which we live has increasingly changed the way we relate to each other, how we live in society and how we communicate with others. On the other hand, in education, there is resistance, unpreparedness, as well as a lack of investment in teacher training (initial and continuing), so that teachers can appropriate themselves of digital technologies and learn to work WITH them. With this in mind, we ask ourselves: How can technobiographies (as a Digital Storytelling) serve as potentiators of the teacher's agency in training while developing their multiliteracies? To answer this question, we established a general objective, a) to understand how working with technobiography provides the development of multiliteracies. We also define the following specific objectives. 1) identify how teachers in training build themselves as agents of change in their own practices; 2) analyze the ways in which students/teachers construct their meanings in multimodal productions. This research is qualitative-interpretative, of an ethnographic nature, and the data analyzed here were generated in an undergraduate Letras course (Teaching Language and Literature), on literacy studies, at a community university in the south of Brazil. We analyzed three technobiographies produced by the students/teachers according to the Transpositional Grammar (COPE; KALANTZIS, 2021) and Pedagogy of Design (KALANTZIS, COPE E PINHEIRO, 2020), and the journals written after the production. Based on the analyses, it is possible to see that the process of construction of meaning is complex, and the experience of working WITH the technologies provides the development of the teacher's agency, and other literacies necessary for the 21st century. Fri, 25 Feb 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11155 2022-02-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11153 Ampliação enunciativa de tuítes do jornal ZH on-line sobre a COVID-19: uma abordagem tecnodiscursiva Silveira, Fábio Severo da This study seeks to investigate, in tweets from the newspaper Zero Hora, the characteristics of enunciative enlargement, a mark of native digital discourse, indicated in the corpus through the responses and retweets from other users of the Twitter platform. Because we work with a digital corpus, that comes from a digital social network, we use the Digital Discourse Analysis Theory, by Marie-Anne Paveau (2013; 2016; 2017; 2019; 2020), which deals with the digital dimension of discourses produced online, on web 2.0. The author affirms the existence of native digital genres, which means, speech genres that, in addition to being produced only within an online context, are inseparably composed of language and technological material and have all the possibilities of writing on a keyboard. Among the characteristics of native digital genres is the enunciative enlargement, that implies, in digital contexts, the possibility of an enunciation being expanded through interactions, such as what occurs in Twitter comments, resulting in a polyenunciation. The corpus of study is composed by 16 tweets from the newspaper Zero Hora whose themes are related to the COVID-19 pandemic. In addition to the newspaper's tweet, the corpus features screenshots of 104 reply tweets and 35 retweets, in which the user has added text to it. The methodology used consists of a qualitative analysis, based on the verification of the technodiscursive characteristics of the tweets, the themes of the first posts, the comments and the retweets, followed by the identification of the different enunciators and the ways in which the first tweet is amplified. Then, an analysis of tweets, reply tweets and retweets with text is carried out to find out what types of enunciators there are in the corpus, and if the comments made by users are discursive, metadiscursive or troll, and what relationship they have with the first tweet. By the end of the analysis, we observed that, on Twitter, there are multiple enunciators and that the amplification of the first tweet, in most cases, continues the discussion started by the newspaper Zero Hora, there is a great political polarization among the commentators, who differ from the newspaper’s position. Tue, 22 Feb 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11153 2022-02-22T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/11151 A Santa Ceia como evento de letramento em uma igreja cristã protestante da região metropolitana de Porto Alegre Pupo, Deisi Flesch Brazil is a country with a big variety of religious groups and one among those are the Calvinist protestants. Intending to have a bright spectrum of how religious literacy practices are built in this Christian group, is that the present research aims to investigate how is the Holy Communion from a Protestant church in the Porto Alegre region built as a literacy event. As specific objectives, this study aims to observe which roles multimodality and (i)mmateriality play as meaning-makers to the researched literacy event and comprehend how performativity helps to build the meaning of the Holy Communion. Methodologically, this study is situated as qualitative research and has an ethnographic nature, making use of different instruments to generate data such as semi-structured interviews, notes in a field diary, recording of literacy events and application of questionnaires. Based on the analysis, it was found that multimodality together with performative acts based on biblical texts constitutes a dispositional arrangement (BRAGA, 2018) for the construction of the meaning of the Holy Communion literacy event, configuring it as such. This research contributes to the record of existing Protestant religious spaces in our country, especially in Rio Grande do Sul, as well as allows us to understand how religious literacy practices are built. Fri, 25 Feb 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/11151 2022-02-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/10919 Pandemia COVID-19 e análise da conversa multimodal: porque o lar vira trabalho, mas o trabalho não vira um lar Ohlweiler, Marina Kirsch The COVID-19 pandemic, due to conditions of social distancing, led to a reconfiguration of the way of working (in person and working at home) of some Brazilian social groups. Employing Ethnomethodological and Multimodal Conversation Analysis, we analyzed interactions of two distinct family groups to understand how the social interactions of intimate and institutional life have been (co)constructed in the same spatial configuration (i.e., residences) during the pandemic period. The spatial configuration of the household was affected by the COVID-19 pandemic and shows two distinct domains. The first is composed of objects that represent institutional life (e.g., computer screen, cell phone, desk, dining table) and the latter, by objects related to intimate life (e.g., sofa, television, kitchen, bathroom). Nonetheless, domains are not only physical but also virtual. Moreover, their transition from one to another happens through a trigger/invitation, which marks a transition period, followed by the acceptance or refusal of the invitation to the new interactional context by the interactants. The expansion or retraction of domains depends on temporality and is the result of the interactants’ actions and decisions. We observed an asymmetry when there is an expansion of the domain of institutional life over the domain of intimate life. People have the agency to impose limits on the expansions and contractions of domains. However, the agency is limited by institutional proxies. Tue, 22 Feb 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/10919 2022-02-22T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/10879 Deutsch in deinem Leben: Erzähle mir davon!: A história digital no desenvolvimento dos multiletramentos e no fortalecimento da identidade dos alunos aprendizes de alemão como língua adicional Schabarum, Jaqueline In the 21st century, one of the challenges of language teaching is to promote meaningful learning situations. The present thesis aims to investigate how the production of a digital story in the German language favors the development of multiliteracies and the strengthening of the “German” identity of the learner. Through action research, based on the definitions of Tripp (2005), in which the teacher is the researcher, and Kersch (2020), in which learning happens through experience, the methodological basis for data generation of this research entitled: “Deutsch in deinem Leben: Erzähle mir davon” was developed. The project was planned and developed by the teacher-researcher with eleven German language students in a private school in Rio Grande do Sul in the context of the COVID-19 pandemic. As a theoretical support, we based ourselves on literacy studies (KLEIMAN, 2005, 2008; SOARES, 2003), in multiliteracies (GNL, 1996; ROJO, 2012, 2013; KERSCH and MARQUES, 2017; RIBEIRO, 2018, 2020, 2021) and in the analysis of meaning (COPE, KALANTZIS, 2009, 2021). We are also supported by the study of digital stories (ROBIN, 2008), which served of the basis for the analysis of this research. Finally, the concepts of identity (HALL, 2006; IVANIC, 1998) were also used in for the analysis. These theoretical contributions point to a new perspective to teaching and learning languages, which is extremely necessary in our environment marked by technology, especially after the pandemic. The results show that there was a development of multiliteracies by the students, as they built meaning in their digital stories in a multimodal way, acting as agents and playing a leading role in their learning - even in a pandemic context where the differences in access between public and private schools were enormous. Furthermore, we realized that the feeling of identity was revived with the language once again, perceiving the important role it plays in their lives.; Im 21. Jahrhundert besteht eine der Herausforderungen des Sprachunterrichts darin, sinnvolle Lernsituationen zu fördern. In der vorliegenden Arbeit soll untersucht werden, wie die Produktion einer digitalen Geschichte in deutscher Sprache die Entwicklung von Multiliteralitäten und die Stärkung der „deutschen“ Identität der Lernenden begünstigt. Durch Aktionsforschung, basierend auf den Definitionen von Tripp (2005), in der der Lehrer der Forscher ist, und Kersch (2020), in dem Lernen durch Erfahrung geschieht, wurden die methodischen Grundlagen zur Datengenerierung zum Projekt: „Deutsch in meinem Leben: Erzähle mir davon“ entwickelt. Das Projekt wurde von der Lehrkraft-Forscherin mit elf Deutschlernern an einer Privatschule in Rio Grande do Sul im Kontext der COVID-19-Pandemie geplant und entwickelt. Als theoretischer Anker stützen wir uns auf Alphabetisierungsstudien (KLEIMAN, 2005, 2008; SOARES, 2003), auf Multiliteralitäten (GNL, 1996; ROJO, 2012, 2013; KERSCH und MARQUES, 2017; RIBEIRO, 2018, 2020, 2021) und in der Bedeutungsanalyse (COPE, KALANTZIS, 2009, 2021). Wir stützen uns auch auf das Studium der digitalen Geschichte (ROBIN, 2008), das als Grundlage für die Analyse diente. Nicht zuletzt stützen wir uns auf Identitätsstudien (HALL, 2006; IVANIC, 1998). Diese theoretischen Beiträge weisen auf eine neue Perspektive des Lehrens und Lernens von Sprachen hin, die in unserem von Technologie geprägten Kontext insbesondere nach der Pandemie, sehr notwendig ist. Die Ergebnisse zeigen, dass es bei den Schülern eine Entwicklung von Multiliteralitäten gab, da sie in ihren digitalen Geschichten auf multimodale Weise Bedeutungen bauten, Agenten waren und eine führende Rolle in ihrem Lernen spielten - selbst in einem pandemischen Kontext, in dem die Unterschiede im Zugang zwischen öffentlichen und Privatschulen enorm waren. Darüber hinaus stellten wir fest, dass das Identitätsgefühl bei den Schülern wiederbelebt wurde, als sie sich wieder mit der Sprache identifizierten und die wichtige Rolle sahen, die sie in ihrem Leben spielt. Fri, 14 Jan 2022 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/10879 2022-01-14T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/10831 “Help save the endangered pacific northwest tree octopus from extinction”: are 7th year students susceptible to fake news? Meyrer, Karin Paola Nossa sociedade acelerada e dinâmica exige que os alunos tenham habilidade para identificar informações falsas para que não serem enganados ou influenciados pela mídia e para que possam tomar decisões bem informadas. Considerando esse cenário, esta pesquisa-ação de natureza qualitativa interpretativista e pesquisa ação foi desenvolvida com duas turmas de 7º ano do ensino fundamental de uma escola privada bilíngue (português-inglês) no Rio Grande do Sul (BR), durante o período de aulas remotas nas aulas de inglês como segunda língua (ESL). Com base no tema animais ameaçados de extinção, o estudo busca verificar se é possível desenvolver o letramento midiático crítico nas aulas de segunda língua (L2) por meio de intervenções que desafiem os alunos a refletirem sobre como identificar e investigar informações falsas. O estudo também visa analisar se as estratégias desenvolvidas durante as intervenções são empregadas na criação de sites coletivos e qual o papel dos recursos multimodais na interpretação dos alunos sobre o tema animais em extinção. A revisão bibliográfica fundamenta-se em Estudos de Letramentos (STREET, 1984, 1995; HEATH, 1983), Letramentos Digitais (DUDENEY, HOCKLY AND PEGRUM, 2013; JENKINS, 2009), Multiletramentos (THE NEW LONDON GROUP, 1996), Letramento Crítico (FREIRE, 1987; JANKS, 2013), Letramento crítico em L2 (JORDÃO; FOGAÇA, 2012); e Letramento Midiático Crítico (KELLNER; SHARE, 2007, 2016; KERSCH; LESLEY, 2019). Quanto à metodologia, inicialmente os alunos analisaram um site fraudulento, em parte replicando o estudo de Loos, Ivan e Leu (2018); em seguida, foi desenvolvida uma série de atividades; e, por fim, os alunos criaram seus próprios sites coletivos sobre espécies de animais ameaçadas de extinção. As atividades visaram a contextualizar o tema, potencializar as habilidades dos alunos em verificar informações online e desenvolver a leitura e a escrita na língua inglesa. Para analisar os sites coletivos dos alunos, foi utilizado o modelo Transpositional Grammar for Multimodality Analysis de Kalantzis e Cope (2021). Por um lado, os resultados iniciais mostraram que os alunos têm grandes dificuldades em verificar a falta de veracidade do site falso. Por outro lado, empregaram com proficiência os aprendizados adquiridos ao longo das intervenções na produção de seus sites coletivos, confirmando o desenvolvimento de letramento midiático crítico em L2. Por fim, é proposto um framework para incorporação de LMC em L2, com o objetivo de auxiliar os educadores de L2 que desejam desenvolver a criticidade em suas aulas. Thu, 16 Dec 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/10831 2021-12-16T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/10692 O processo de transposição didática do gênero notícia para o segundo ano do ensino fundamental: uma experiência formativa Mota, Nayrla Patrizia Crispiniano This research, carried out under the scope of Applied Linguistics, focuses on a collaborative training model in which the focus is the didactic transposition process of the news genre, experienced by a group of teachers who work in the 2nd year of elementary school, in a way to discuss and reflect on possible ways to work with genre in this teaching context. It is in this way that, seeking to anchor ourselves under an enunciative-discursive approach, from the theoretical perspectives of Sociodiscursive Interactionism by Bronckart (1999), and in methodological proposals by Dolz and Schneuwly (2004) in working with the text genres, that this research analyzes, from the development of a collaborative critical action research (THIOLLENT, 1986), linguistic-discursive clues that allow the identification of evidence of teacher awareness that can reveal the impacts of continuing education on the process of didactic transposition and acting teacher. Data were generated from semi-structured interviews and recording of pedagogical meetings, in a continuing education feature, with the group of teachers (six participants) working in the 2nd year of Elementary School I who were part of this research. The records of the meetings (dialogues and brainstorming) were audio-recorded and later transcribed to analyze the content of the speeches. Under the theoretical-analytical framework of Socio-Discursive Interactionism, we rely on Bronckart's (1999) text analysis model to develop the linguistic-discursive analysis undertaken, with the aim of analyzing the reflections, experiences, and meanings of experienced training, in order to understand which and how different factors could impact in the final product: didactic sequence with the news genre. The results obtained suggest that the interactions carried out in a training context were configured as a significant aspect by providing participants with an awareness of the teacher's actions, which in turn contributed to a greater understanding of how the didactic transposition process of the news genre takes place. Sat, 04 Sep 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/10692 2021-09-04T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/10308 A mediação em atividades de produções textuais de alunos surdos, usuários da libras, em uma escola inclusiva Santos, Tania Maria dos Libras is recognized as the language that the Brazilian deaf community has to interact, but it does not replace the written modality of the Portuguese language. This dissertation, inserted in the field of Applied Linguistics, aimed to investigate, in the process of written text production of deaf students, users of Libras as L1, the mediation performed by the teacher and the interpreter of Libras, considering the context of an inclusive school. This research is qualitative, case study and ethnographic in nature, because it sought to interpret the actions developed in this environment, considering the use of two languages with different modalities. Data were generated through observations of five days of classes recorded in a field diary and questionnaires answered by the teacher and the Libras interpreter. Among the aspects discussed in the theoretical foundation and considered for the analyses are inclusion and deafness, with emphasis on the works of Mantoan (2011), Lodi (2018); mediation in the Vygotskyan sociocultural perspective, according to Vygotsky (2011, 2017), Lantolf (2011), Figueiredo (2019); aspects of mediation from the experiences of mediated activities, based on Feuerstein and Feuerstein (1991), Meier (2004); mediators of deaf students' textual production and the conception of the process involved in drafting the text based on Marques (2009), Pereira (2008), Lacerda (2007), and others. Among the findings to be highlighted, it is pointed out that the mediation during the written textual production happens among the deaf signer students, between the teacher and the students, with the help of the Libras interpreter, through private speech, peer mediation (VYGOTSKY, 2011; PAIVA, 2019) and scaffolding (PAIVA, 2019). It was verified that mediations were made possible through sign language, mainly through translation (FERREIRA 2011, PEREIRA; VARGAS, 2020). It is also noted that although the teacher intends to enrich the vocabulary of the Portuguese language through rewriting and demonstrates awareness of the importance of Libras, she privileges aspects of the Portuguese language over the sign language in written productions. Thu, 22 Jul 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/10308 2021-07-22T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/10307 “Mais ou menos”: presenças e ausências de letramento visual nas aulas de língua portuguesa para surdos e ouvintes do 8º e do 9º ano do Ensino Fundamental Melo, Joaquina Maria Portela Cunha In this dissertation, we seek to verify whether visual resources are present in the praxis of a Portuguese language teacher with deaf students in regular school and analyze how they are explored by her. The data generation were colletted by observing Portuguese language classes in the 8th and 9th grade of elementary school in a public school in the state of Piauí. In addition, a semi-structured interview (audio recorded) was conducted with the teacher responsible for the subject. For data analysis, the paper draws on studies about literacy in its most general aspect, such as those by Soares (2018, 2019), Kleiman (2005), and Rojo (2009). Teacher literacy is also addressed, based on Kleiman, Vianna, and Grande (2013) and Kleiman (2008a). We also highlight reflections on visual literacy, based on Dondis (2007) and Santaella (2012). We can also mention the educational context of the deaf, considering the researches of Fernandes (2006), Lodi and Lacerda (2009). Deafness and Portuguese Language are addressed, in dialogue with Bernardino and Santos (2018) and Schelp (2009). Among the findings of this dissertation, we highlight the fact that visual resources are in the school in different ways, whether in the textbook, in a play, or in Brazilian Sign Laguage (Libras) interpretation, but the treatment given to these resources still places them in a lower level of use in relation to the written text and grammatical studies of the Portuguese language. The absence of visual literacy practices during the observed moments in the classroom indicates that the teacher did not enhance the use of visual resources in the classroom, making use of oriented practices in textbooks, and according to what she considered possible in her classes. In such a context, it is considered important to invest, in continuing education actions, practices that offer to the teacher more subsidies to realize and work more extensively on the literacies that are in the school, besides strategies and interaction possibilities that allow him/her a better understanding of the deaf subject and his relationship with the listeners with whom he/she interacts, intensifying partnerships with Libras interpreters who work at the school. In this way, it is possible to enlarge the possibilities of inclusion and increase the teaching and learning of deaf and hearing people. Wed, 21 Jul 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/10307 2021-07-21T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/10306 O clube de inglês de um colégio militar como uma prática colaborativa e transformadora: percepções dos participantes frente a uma perspectiva sociocultural Martin, Daniela Roza It is common nowadays to see in learners the desire to build knowledge in different spaces that are not only limited to the regular classroom. In this context of learning emerges the musical project performed in English by students from the English Club of a military school in the state of Rio Grande do Sul. This extracurricular activity was initiated by the students themselves, having as objective more than their own cognitive development. Through this project, it is aimed to encourage learners’ empowerment towards a collaborative and transformative education, and subsequently, contribute to the socio-historical-cultural development of those involved. Thus, this case study aims to analyze the importance of the formation of the community of practice (CoP) for the collaborative and transformational development of English learners in extracurricular activities. The research lasted four months and counted on the participation of six members from the English Club selected for this research, as well as the two guiding teachers in charge of the project. Due to Covid-19 pandemic, the data generation was obtained exclusively remotely. It was used as instruments a memoir of one of the musical pieces, an initial questionnaire, some data obtained from conversation wheel and the narratives generated through individual semi-structured interviews with each participant. From the generated data, it was identified that this acting project brought to discussion some concepts of socio-cultural matrix that constitute the Collaborative and Transformative learning model (ACT), they are investment, agency, autonomy and perezhivanie. Through the triangulation of data, we sought to recognize the English Club as a real community of practice, reflecting on the role of emotions in this context and the resignification of the development of the participants' additional language, which resulted in a reflection of the school as a space of social transformation, where language is seen as an end and a means to collaborate with the development of other areas of knowledge. Wed, 31 Mar 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/10306 2021-03-31T00:00:00Z