cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.11350271.v1
title: THE ELABORATION OF TASKS FOR THE TEACHING OF PORTUGUESE LANGUAGE FROM THE BAKHTINIAN THEORY OF DISCOURSE GENRES

description: ABSTRACT Anchored in the theoretical perspective of the Bakhtin Circle, this article proposes a reflection on criteria for the elaboration and evaluation of written production tasks for the teaching of Portuguese as an Additional Language (PLA). Considering that teacher training passes, to a large extent, through its practices of elaboration, evaluation and adaptation of didactic tasks, according to the needs of its group, it becomes urgent to discuss and reflect on the processes involved in these assignments of the work of the teacher, especially in the area of PLA. Through the explanation of the stages of construction of a written production task, and through the presentation and analysis of the evaluation parameters of textual production, we seek to contribute to the discussion about the elaboration of didactic materials based on the gender perspective of Bakhtin’s discourse, since the PLA area in Brazil still lacks linguistic policies that establish guidelines for teaching in the contexts in which Portuguese as an additional language is used.
DOI: 10.6084/m9.figshare.11350280
title: TDIC IN BASIC EDUCATION: PERSPECTIVES AND CHALLENGES FOR WRITING TEACHING PRACTICES

description: ABSTRACT In continuity with the approaches to teach writing advocated by PCNs, which already mentioned the issue of the insertion of the TDIC in teaching, the National Curricular Common Base - BNCC (BRASIL, 2018), whitch is the most recent guiding document of basic education in Brazil, assingns multiliteracy to play the main role of many educational processes. Having said that, this work focuses on the TDIC in writing practices and aims to identify what establishes the BNCC in relation to the digital genres and the insertion of the TDIC into Portuguese Language, and, in this context, teaching and learning of writing. The study analyzes studigram’s profiles posts, takin in consideration multimodality, interaction and authoring process and presents reflections on perspectives and challenges to the writing practices at school, proposing possible strategies usin this social network. The paper is based theoretically on the BNCC’s own precepts in dialogue with authors dealing with multiliteracy and multimodality issues (ROJO, 2013; 2016; ROJO; MELO, 2014; ROJO; BARBOSA, 2015; PIMENTA & BOMFANTE DOS SANTOS, 2017) and writing (COULMAS, 2014; FLUSSER, [1989] 2010). The analyses indicate that, in their work in social networks, tenages have already mastered multimodal processes of sense production, they assume responsibility for their productions and envisage their readers in their posts. The reflections and the proposals presented point out to the importance of insertion of TDIC as a way to get students involved in writing practices, making them assume tehmselves as curators and authors in writing practices, as advocated by BNCC. Also the reflections indicate the importance of the participation of teachers as coordinators of the processes and their need to be qualified and trained to act in a world that is primarily technological, whose premises and processes students, who are digital natives, master already.
DOI: 10.6084/m9.figshare.5885485
title: PEDAGOGICAL WORK WITH WRITING IN HISTORY LESSON: WHAT DO THE OFFICIAL GUIDELINES SAY?

description: ABSTRACT In this paper, we show a comparative analysis among Brazilian official curricular guidelines to History lessons with the intention of emphasizing pedagogical forwarding to the work with reading and textual writing production at elementary school. This is a qualitative research with a documentary nature. Some theoretical assumptions from literacy studies were used in this research. The results pointed out convergences among official curricular guidelines regarding pedagogical activities with writing in History lessons. We emphasize the scientific literacy as an approach that can contribute to the interdisciplinary pedagogical work at History lessons.
DOI: 10.6084/m9.figshare.6208043.v1
title: LITERATURE ON RADIO AND TELEVISION: INTERSEMIOTIC TRANSLATIONS IN LATIN AMERICA?

description: ABSTRACT This paper aims to examine the relations between literature and the media of radio and television in Latin American context. Considering that literature is always revisited by the mass media, we view this transfer both as intersemiotic translation and a strong diffusion of literary art, especially through the midiatic genres of telenovela and radionovela. To verify this hypothesis, we approach two products from these arts-relais: the radionovelas of the series Mi novela favorita and the telenovela Los Miserables. We try to show how this kind of fiction is broadly consumed by Latin American public; more than half of these fictional works are literary works the have been transmuted.
DOI: 10.6084/m9.figshare.5885485.v1
title: PEDAGOGICAL WORK WITH WRITING IN HISTORY LESSON: WHAT DO THE OFFICIAL GUIDELINES SAY?

description: ABSTRACT In this paper, we show a comparative analysis among Brazilian official curricular guidelines to History lessons with the intention of emphasizing pedagogical forwarding to the work with reading and textual writing production at elementary school. This is a qualitative research with a documentary nature. Some theoretical assumptions from literacy studies were used in this research. The results pointed out convergences among official curricular guidelines regarding pedagogical activities with writing in History lessons. We emphasize the scientific literacy as an approach that can contribute to the interdisciplinary pedagogical work at History lessons.
DOI: 10.6084/m9.figshare.6208043
title: LITERATURE ON RADIO AND TELEVISION: INTERSEMIOTIC TRANSLATIONS IN LATIN AMERICA?

description: ABSTRACT This paper aims to examine the relations between literature and the media of radio and television in Latin American context. Considering that literature is always revisited by the mass media, we view this transfer both as intersemiotic translation and a strong diffusion of literary art, especially through the midiatic genres of telenovela and radionovela. To verify this hypothesis, we approach two products from these arts-relais: the radionovelas of the series Mi novela favorita and the telenovela Los Miserables. We try to show how this kind of fiction is broadly consumed by Latin American public; more than half of these fictional works are literary works the have been transmuted.
DOI: 10.6084/m9.figshare.11350280.v1
title: TDIC IN BASIC EDUCATION: PERSPECTIVES AND CHALLENGES FOR WRITING TEACHING PRACTICES

description: ABSTRACT In continuity with the approaches to teach writing advocated by PCNs, which already mentioned the issue of the insertion of the TDIC in teaching, the National Curricular Common Base - BNCC (BRASIL, 2018), whitch is the most recent guiding document of basic education in Brazil, assingns multiliteracy to play the main role of many educational processes. Having said that, this work focuses on the TDIC in writing practices and aims to identify what establishes the BNCC in relation to the digital genres and the insertion of the TDIC into Portuguese Language, and, in this context, teaching and learning of writing. The study analyzes studigram’s profiles posts, takin in consideration multimodality, interaction and authoring process and presents reflections on perspectives and challenges to the writing practices at school, proposing possible strategies usin this social network. The paper is based theoretically on the BNCC’s own precepts in dialogue with authors dealing with multiliteracy and multimodality issues (ROJO, 2013; 2016; ROJO; MELO, 2014; ROJO; BARBOSA, 2015; PIMENTA & BOMFANTE DOS SANTOS, 2017) and writing (COULMAS, 2014; FLUSSER, [1989] 2010). The analyses indicate that, in their work in social networks, tenages have already mastered multimodal processes of sense production, they assume responsibility for their productions and envisage their readers in their posts. The reflections and the proposals presented point out to the importance of insertion of TDIC as a way to get students involved in writing practices, making them assume tehmselves as curators and authors in writing practices, as advocated by BNCC. Also the reflections indicate the importance of the participation of teachers as coordinators of the processes and their need to be qualified and trained to act in a world that is primarily technological, whose premises and processes students, who are digital natives, master already.
DOI: 10.6084/m9.figshare.11350859
title: University and knowledge production in initial formation: a didactic strategy for the teaching of academic writing

description: Abstract This article aims at discussing the teaching and learning of writing in the university, by presenting an investigative experience with academics from the second period of Mathematics enrolled in the discipline Academic Texts Reading and Writing, which took place in the second semester of 2017. The execution of the research considered the application of a didactic strategy for the appropriation of the academic genre abstract consisting of re-contextualization activities in which the student should read a scientific paper related to the subject matter of Mathematics for the purpose of writing it corresponding abstract. To situate the practice, the academic students were asked to place themselves in the position of the author of the article whose objective would be to post the summary of it in a journal portal known as CAPES (Coordination for the Improvement of Higher Education Personnel) for open consultation to researchers and other academics. Therefore, it was expected that the mobilization of linguistic and enunciative resources maintained the tone assumed in the article from the perspective of the genre architectural organization given by the students. The research question revolved around the following question: what are the limits between the word of the other and that of the academic students, considering a process of retextualization that stresses the places destined to the enunciators and puts in check the process of authorship? From withing the use of such a strategy, it was understood, albeit panoramically, how the university and its subject matters regulate the discursive universe of the other and guarantee the dialogical maintenance of writing. To reach this conclusion, a theoretical framework based on the bakthinian and foucaultian conceptions of language (BAKHTIN, 2009; FOUCAULT, 1996) and academic literacy studies (RINCK, BOCH, ASSIS, 2015) was adopted, following a methodology of qualitative approach with applied purposes.
DOI: 10.6084/m9.figshare.6208103
title: DIDACTIC ENGINEERING PROJECT: FOCUS ON ASSESSMENT OF LANGUAGE PRACTICES

description: ABSTRACT This paper is based on the epistemological assumptions of Socio-discursive Interactionism - SDI and it focuses on the study of textual genres and its relation to the language teaching. The primary objective is to investigate the development of the students' language abilities from the evaluation instruments applied during the implementation of a didactic engineering project. The action re-search methodological approach was selected to produce knowledge of valid use in the didactic level. The results indicate the strengthening of interactions between teachers, students and objects of study; active and dialogical participation in the accomplishment of the activities; and greater autonomy regarding the socio-communicative process of the studied genre.
DOI: 10.6084/m9.figshare.6208103.v1
title: DIDACTIC ENGINEERING PROJECT: FOCUS ON ASSESSMENT OF LANGUAGE PRACTICES

description: ABSTRACT This paper is based on the epistemological assumptions of Socio-discursive Interactionism - SDI and it focuses on the study of textual genres and its relation to the language teaching. The primary objective is to investigate the development of the students' language abilities from the evaluation instruments applied during the implementation of a didactic engineering project. The action re-search methodological approach was selected to produce knowledge of valid use in the didactic level. The results indicate the strengthening of interactions between teachers, students and objects of study; active and dialogical participation in the accomplishment of the activities; and greater autonomy regarding the socio-communicative process of the studied genre.
DOI: 10.6084/m9.figshare.11350622
title: GENRE NOTEBOOK OF REALITY IN THE EDUCATIONAL PRACTICES OF THE PEDAGOGY OF ALTERNATION

description: ABSTRACT This paper aims to analyze the constitutive aspects of the genre Notebook of Reality (NR), a didactic-pedagogic instrument of the educational units that adopt the educational system of the Pedagogy of Alternation (PA). In the research, we conceived the NR as a discourse genre in the Bakhtinean perspective and an object of teaching. This research follows a qualitative-interpretative approach in the analysis of data. The sample consists of texts of three copies of the genre Notebook of Reality. Considering the theoretical-methodological conceptions of the PA teaching context and the dialogical events in which the production of the NR takes place, it was found that this discursive genre demands several writing practices and interactions involving different actors in its composition, because these occur in the social domain of school, family and community. Such practices enable students to develop significant language skills for their education.
DOI: 10.6084/m9.figshare.11350622.v1
title: GENRE NOTEBOOK OF REALITY IN THE EDUCATIONAL PRACTICES OF THE PEDAGOGY OF ALTERNATION

description: ABSTRACT This paper aims to analyze the constitutive aspects of the genre Notebook of Reality (NR), a didactic-pedagogic instrument of the educational units that adopt the educational system of the Pedagogy of Alternation (PA). In the research, we conceived the NR as a discourse genre in the Bakhtinean perspective and an object of teaching. This research follows a qualitative-interpretative approach in the analysis of data. The sample consists of texts of three copies of the genre Notebook of Reality. Considering the theoretical-methodological conceptions of the PA teaching context and the dialogical events in which the production of the NR takes place, it was found that this discursive genre demands several writing practices and interactions involving different actors in its composition, because these occur in the social domain of school, family and community. Such practices enable students to develop significant language skills for their education.
DOI: 10.6084/m9.figshare.11350859.v1
title: University and knowledge production in initial formation: a didactic strategy for the teaching of academic writing

description: Abstract This article aims at discussing the teaching and learning of writing in the university, by presenting an investigative experience with academics from the second period of Mathematics enrolled in the discipline Academic Texts Reading and Writing, which took place in the second semester of 2017. The execution of the research considered the application of a didactic strategy for the appropriation of the academic genre abstract consisting of re-contextualization activities in which the student should read a scientific paper related to the subject matter of Mathematics for the purpose of writing it corresponding abstract. To situate the practice, the academic students were asked to place themselves in the position of the author of the article whose objective would be to post the summary of it in a journal portal known as CAPES (Coordination for the Improvement of Higher Education Personnel) for open consultation to researchers and other academics. Therefore, it was expected that the mobilization of linguistic and enunciative resources maintained the tone assumed in the article from the perspective of the genre architectural organization given by the students. The research question revolved around the following question: what are the limits between the word of the other and that of the academic students, considering a process of retextualization that stresses the places destined to the enunciators and puts in check the process of authorship? From withing the use of such a strategy, it was understood, albeit panoramically, how the university and its subject matters regulate the discursive universe of the other and guarantee the dialogical maintenance of writing. To reach this conclusion, a theoretical framework based on the bakthinian and foucaultian conceptions of language (BAKHTIN, 2009; FOUCAULT, 1996) and academic literacy studies (RINCK, BOCH, ASSIS, 2015) was adopted, following a methodology of qualitative approach with applied purposes.
DOI: 10.6084/m9.figshare.14268786
title: RE-THEORIZING SILENCE(S)

description: ABSTRACT This paper describes a telling case account that occurred during an ethnographic study in the United States in a secondary school senior British Literature class with only two African American young women, Pam and Natonya. The telling case complicated silence and also made visible other reflexive processes that provided opportunities to unpack and theorize silence, which led to the articulation of the silence trilogy. Further, it also made visible how the African American woman scholar’s own lived experiences informed her attempt to make sense of how Pam and Natonya navigated the silence(s). This paper will primarily foreground the works of Scholars of Color and use Black feminist and sociolinguistic theory to explore the following question: How did two African-American females in a predominately white educational space negotiate the silence(s) (e.g., silence, silencing, and silenced)? How did the African American woman researchers of color make sense of their negotiation?
DOI: 10.6084/m9.figshare.11350277
title: Visual Culture Through the Looking Glass: vision and re-vision of representation through genealogy and cultural translation

description: Abstract Based upon Foucauldian and Derridean post-structuralist philosophy of language, Sousa Santos and Menezes de Souza’s sociological approaches to language, Hall’s productive conceptualization of culture and on Mirzoeff, Stam and Shohat’s visual studies, this paper seeks to engage with discussions on visual culture, cultural translation and language education. Of qualitative/interpretative nature, this reflection is divided into five main sections: in the introduction, it presents philosophical and sociological approaches to (visual) language and culture. Section one problematizes visual culture by means of the genealogy of invisible bodies. Next section evolves from the grammar-translation model to cultural translation in visual culture. Then, it revisits and deconstructs dominant literacy models through cultural translation. Finally, this genealogical perspective towards the visual shows how the traditional historical formations have taken over back again the political and educational scenarios in our country, and thus sadly promoted a politics of manipulation and alienation.
DOI: 10.6084/m9.figshare.11350277.v1
title: Visual Culture Through the Looking Glass: vision and re-vision of representation through genealogy and cultural translation

description: Abstract Based upon Foucauldian and Derridean post-structuralist philosophy of language, Sousa Santos and Menezes de Souza’s sociological approaches to language, Hall’s productive conceptualization of culture and on Mirzoeff, Stam and Shohat’s visual studies, this paper seeks to engage with discussions on visual culture, cultural translation and language education. Of qualitative/interpretative nature, this reflection is divided into five main sections: in the introduction, it presents philosophical and sociological approaches to (visual) language and culture. Section one problematizes visual culture by means of the genealogy of invisible bodies. Next section evolves from the grammar-translation model to cultural translation in visual culture. Then, it revisits and deconstructs dominant literacy models through cultural translation. Finally, this genealogical perspective towards the visual shows how the traditional historical formations have taken over back again the political and educational scenarios in our country, and thus sadly promoted a politics of manipulation and alienation.
DOI: 10.6084/m9.figshare.14268786.v1
title: RE-THEORIZING SILENCE(S)

description: ABSTRACT This paper describes a telling case account that occurred during an ethnographic study in the United States in a secondary school senior British Literature class with only two African American young women, Pam and Natonya. The telling case complicated silence and also made visible other reflexive processes that provided opportunities to unpack and theorize silence, which led to the articulation of the silence trilogy. Further, it also made visible how the African American woman scholar’s own lived experiences informed her attempt to make sense of how Pam and Natonya navigated the silence(s). This paper will primarily foreground the works of Scholars of Color and use Black feminist and sociolinguistic theory to explore the following question: How did two African-American females in a predominately white educational space negotiate the silence(s) (e.g., silence, silencing, and silenced)? How did the African American woman researchers of color make sense of their negotiation?
DOI: 10.6084/m9.figshare.14282806
title: TRANSMEDIA PEDAGOGICAL MATERIAL FOR SPANISH TEACHING IN BRAZIL: VOICES FROM LATIN AMERICAN PERIPHERIES

description: ABSTRACT This article aims to present the results of a research involving Spanish classes at COLUNI/UFF. The investigation about multimodal literacies (KALANTIZS; COPE, 2012) focuses on the production of resistance/reexistance transmedia pedagogical materials. In a first moment, bilingual (Portuguese/Spanish) comic strips are produced, aiming at the problematization of ethnical and racial issues. In a subsequent moment, secondary narrations about the theme are produced: raps and animations. The investigation results are expected to enlighten pedagogical practices with the material in high school classes, aiming at developing students’ critical literacy.
DOI: 10.6084/m9.figshare.14282806.v1
title: TRANSMEDIA PEDAGOGICAL MATERIAL FOR SPANISH TEACHING IN BRAZIL: VOICES FROM LATIN AMERICAN PERIPHERIES

description: ABSTRACT This article aims to present the results of a research involving Spanish classes at COLUNI/UFF. The investigation about multimodal literacies (KALANTIZS; COPE, 2012) focuses on the production of resistance/reexistance transmedia pedagogical materials. In a first moment, bilingual (Portuguese/Spanish) comic strips are produced, aiming at the problematization of ethnical and racial issues. In a subsequent moment, secondary narrations about the theme are produced: raps and animations. The investigation results are expected to enlighten pedagogical practices with the material in high school classes, aiming at developing students’ critical literacy.