cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.9739565
title: Application of the Cycle of Teaching and Learning in Light of Genre Pedagogy

description: ABSTRACT Working with reading and writing has been a challenge in Youth and Adult Education (YAE) classes, given the particular characteristics of this teaching modality. In the search for an efficient methodology, we implemented, in a high-school class, a study program with textual genres in light of the Sydney School principles (MARTIN; ROSE, 2008; ROSE; MARTIN, 2012), adapting it to the Brazilian context. Thus, this article aims at reporting an experience undertaken with YAE high school students and demonstrating that staged writing tasks can contribute to the linguistic development of students who have gaps in their school education. For that purpose, we suggested the production of autobiographical reports in cycles, to which the three stages that constitute the Genre Pedagogy - Deconstruction, Joint Construction, and Independent Construction - were applied. The results point to gradual and essential improvement in the quality of the students’ textual production.
DOI: 10.6084/m9.figshare.9739565.v1
title: Application of the Cycle of Teaching and Learning in Light of Genre Pedagogy

description: ABSTRACT Working with reading and writing has been a challenge in Youth and Adult Education (YAE) classes, given the particular characteristics of this teaching modality. In the search for an efficient methodology, we implemented, in a high-school class, a study program with textual genres in light of the Sydney School principles (MARTIN; ROSE, 2008; ROSE; MARTIN, 2012), adapting it to the Brazilian context. Thus, this article aims at reporting an experience undertaken with YAE high school students and demonstrating that staged writing tasks can contribute to the linguistic development of students who have gaps in their school education. For that purpose, we suggested the production of autobiographical reports in cycles, to which the three stages that constitute the Genre Pedagogy - Deconstruction, Joint Construction, and Independent Construction - were applied. The results point to gradual and essential improvement in the quality of the students’ textual production.
DOI: 10.6084/m9.figshare.9739535
title: What does the Portuguese Language Textbook Propose When It Comes to the Genre Opinion Article? Investigations on the Portuguese Work: Context, Interlocution and Meaning

description: ABSTRACT In this work, the didactization of the genre of opinion article is investigated in the textbook collection Português: contexto, interlocução e sentido, with the objective to identify the teaching strategies of the opinion article genre and to reflect on the proposal of the work for the teaching-learning process. The relevance of the object of reflection is emphasized because the article of opinion is a textual/discursive genre that, when didactized, can favor the development of communicative competence for collective interest decision-making, and for the collection having received prominence in the evaluation of the National Textbook Program (2015) as the only one that has the discursive perspective of approaching the various axes of Portuguese language teaching, as well as updating the theoretical principles that underpin its work. This is a qualitative and interpretive documentary research, whose data were treated using elements of the categorical content analysis technique defined by Bardin (2009). It is theoretically based on the dialogue with the theoretical assumptions of Sociodiscursive Interactionism, by Bronckart (2006, 1999) and Schneuwly and Dolz (2004), in the concept of an opinion article by Gonçalves and Higa (2012), and in the perspective of textual production in a school context, by Antunes (2009, 2003). It is evident that, although there are strategies that may favor the elaboration of the opinion article, some problems are identified in the analyzed material, among them the absence of final production articulated with the work experienced in the process of reflection on gender; fragmentation of texts that support the discussion; as well as lack of articulation between elements that make up the chapter.
DOI: 10.6084/m9.figshare.9739535.v1
title: What does the Portuguese Language Textbook Propose When It Comes to the Genre Opinion Article? Investigations on the Portuguese Work: Context, Interlocution and Meaning

description: ABSTRACT In this work, the didactization of the genre of opinion article is investigated in the textbook collection Português: contexto, interlocução e sentido, with the objective to identify the teaching strategies of the opinion article genre and to reflect on the proposal of the work for the teaching-learning process. The relevance of the object of reflection is emphasized because the article of opinion is a textual/discursive genre that, when didactized, can favor the development of communicative competence for collective interest decision-making, and for the collection having received prominence in the evaluation of the National Textbook Program (2015) as the only one that has the discursive perspective of approaching the various axes of Portuguese language teaching, as well as updating the theoretical principles that underpin its work. This is a qualitative and interpretive documentary research, whose data were treated using elements of the categorical content analysis technique defined by Bardin (2009). It is theoretically based on the dialogue with the theoretical assumptions of Sociodiscursive Interactionism, by Bronckart (2006, 1999) and Schneuwly and Dolz (2004), in the concept of an opinion article by Gonçalves and Higa (2012), and in the perspective of textual production in a school context, by Antunes (2009, 2003). It is evident that, although there are strategies that may favor the elaboration of the opinion article, some problems are identified in the analyzed material, among them the absence of final production articulated with the work experienced in the process of reflection on gender; fragmentation of texts that support the discussion; as well as lack of articulation between elements that make up the chapter.
DOI: 10.6084/m9.figshare.11350619
title: The Deaths of Matheusa in the Estadão Newspaper: Intersectional Studies on Prejudice, Discrimination and Physical Violence Regarding Gender Diversity

description: ABSTRACT This article discusses the physical and symbolic deaths of Matheusa, a trans non-binary person, announced in a news article of O Estado de São Paulo in 2018. The theoretical background used is multidisciplinary, thus enabling the dialogue between sociology, Critical Discourse Analysis (CDA) and AL. This a qualitative study, and the investigation methods come from the interpretive procedures of intersectional sociological studies and the instruments of CDA. The article is thus divided into five parts. After the introduction, the second part investigates intersectionality in gender/race studies. The third section investigates gender and homosexuality. Race and racism are the themes of the fourth section. Finally, discourse, media and ideology showcase how the other the deaths of Matheusa are presented discursively.
DOI: 10.6084/m9.figshare.11350619.v1
title: The Deaths of Matheusa in the Estadão Newspaper: Intersectional Studies on Prejudice, Discrimination and Physical Violence Regarding Gender Diversity

description: ABSTRACT This article discusses the physical and symbolic deaths of Matheusa, a trans non-binary person, announced in a news article of O Estado de São Paulo in 2018. The theoretical background used is multidisciplinary, thus enabling the dialogue between sociology, Critical Discourse Analysis (CDA) and AL. This a qualitative study, and the investigation methods come from the interpretive procedures of intersectional sociological studies and the instruments of CDA. The article is thus divided into five parts. After the introduction, the second part investigates intersectionality in gender/race studies. The third section investigates gender and homosexuality. Race and racism are the themes of the fourth section. Finally, discourse, media and ideology showcase how the other the deaths of Matheusa are presented discursively.
DOI: 10.6084/m9.figshare.20037968
title: Rethinking Digital Literacy Practices and Educational Agendas in Times of Covid-19 Uncertainty

description: ABSTRACT In this article, we problematize literacy issues in the current context of instability and uncertainties generated by the Covid-19 pandemic, from its social, political and educational impacts. Our discussion will focus on fictional vignettes that we composed based on real stories circulating in the media and social networks, and marked (but not restricted to) by the intense use of digital technologies. Our aim is to formulate questions about the relationship among society, literacy, technology and education, which have been of primary concern to us as teachers and researchers of languages and literacy. We do not intend to offer definitive answers or solutions, but only to suggest research paths for studies in literacy and Applied Linguistics, in light of concepts such as multiplicity, emotions, rhizome and nomadic thought.
DOI: 10.6084/m9.figshare.20037968.v1
title: Rethinking Digital Literacy Practices and Educational Agendas in Times of Covid-19 Uncertainty

description: ABSTRACT In this article, we problematize literacy issues in the current context of instability and uncertainties generated by the Covid-19 pandemic, from its social, political and educational impacts. Our discussion will focus on fictional vignettes that we composed based on real stories circulating in the media and social networks, and marked (but not restricted to) by the intense use of digital technologies. Our aim is to formulate questions about the relationship among society, literacy, technology and education, which have been of primary concern to us as teachers and researchers of languages and literacy. We do not intend to offer definitive answers or solutions, but only to suggest research paths for studies in literacy and Applied Linguistics, in light of concepts such as multiplicity, emotions, rhizome and nomadic thought.
DOI: 10.6084/m9.figshare.20037975
title: Learning to Unlearn, and then Relearn: Thinking about Teacher Education within the COVID-19 Pandemic Crisis

description: ABSTRACT For decades now, in the context of teacher education, we have been discussing the importance of paying attention to the fast and profound changes both in society and in people’s personal lives, as a consequence of the widespread use of new digital technologies. Yet, not much has changed in schools, where traditional teaching still rules. Students continue to be more knowledge consumers than active knowledge producers; besides, the use of technology for educational purposes remains as either a threat or an unattainable goal. However, the COVID-19 pandemic has compelled educational institutions to rethink the role of technology in education. In this article, we comment on the crisis that has struck higher education and how it has set our institutions and ourselves, as professors and teacher educators, into a deep process of rethinking our past practices and reimagining our future.
DOI: 10.6084/m9.figshare.20037975.v1
title: Learning to Unlearn, and then Relearn: Thinking about Teacher Education within the COVID-19 Pandemic Crisis

description: ABSTRACT For decades now, in the context of teacher education, we have been discussing the importance of paying attention to the fast and profound changes both in society and in people’s personal lives, as a consequence of the widespread use of new digital technologies. Yet, not much has changed in schools, where traditional teaching still rules. Students continue to be more knowledge consumers than active knowledge producers; besides, the use of technology for educational purposes remains as either a threat or an unattainable goal. However, the COVID-19 pandemic has compelled educational institutions to rethink the role of technology in education. In this article, we comment on the crisis that has struck higher education and how it has set our institutions and ourselves, as professors and teacher educators, into a deep process of rethinking our past practices and reimagining our future.
DOI: 10.5281/zenodo.6553464
title: Scarlet_Gown_Robert_Murray_2ndEd_The_City_of_Golf_encoded

description: Xml-TEI valid encoding of The City of Golf, poem from the 2nd Edition of The Scarlet Gown by Robert Fuller Murray. Produced as part of the Digital Philology course, Spring 2022, University of Padova, DissGea, MoHu Center, MobiLab.
DOI: 10.5281/zenodo.6553463
title: Scarlet_Gown_Robert_Murray_2ndEd_The_City_of_Golf_encoded

description: Xml-TEI valid encoding of The City of Golf, poem from the 2nd Edition of The Scarlet Gown by Robert Fuller Murray. Produced as part of the Digital Philology course, Spring 2022, University of Padova, DissGea, MoHu Center, MobiLab.
DOI: 10.6084/m9.figshare.20037978
title: Delinking Multiliteracies and the Reimagining of Literacy Studies

description: ABSTRACT This paper proposes to critically read the multiliteracies proposal through a decolonial lens. It has two fundamental aspects: one, of an epistemic nature, refers to the need to de-link the concept from a particular hegemonic scholarship so that local knowledge production may prevent literacy practices from universalisms and methodologization; the other, of a technological nature, refers to the need to de-link the concept of multiliteracies from its apparent subjection to the digital.
DOI: 10.6084/m9.figshare.20037981
title: Wines, Bottles, Crises: A Decolonial Perspective on Brazilian Higher Education

description: ABSTRACT This paper looks into specific cases related to the authors’ personal reflections and experiences with internationalization. They are analyzed from a decolonial perspective, taking into account the specificities of Brazilian public education. The thematic categories of analysis were: (1) the social aim/function of higher education, (2) the impact of internationalization processes on higher education, and (3) the myth of a universal language/planetary unity. It is paramount, especially in times of emergency like ours, that we reflect on the formative, social and political role of universities to respond to ontoepistemological crises such as the one we are immersed in at the moment.
DOI: 10.6084/m9.figshare.20037981.v1
title: Wines, Bottles, Crises: A Decolonial Perspective on Brazilian Higher Education

description: ABSTRACT This paper looks into specific cases related to the authors’ personal reflections and experiences with internationalization. They are analyzed from a decolonial perspective, taking into account the specificities of Brazilian public education. The thematic categories of analysis were: (1) the social aim/function of higher education, (2) the impact of internationalization processes on higher education, and (3) the myth of a universal language/planetary unity. It is paramount, especially in times of emergency like ours, that we reflect on the formative, social and political role of universities to respond to ontoepistemological crises such as the one we are immersed in at the moment.
DOI: 10.6084/m9.figshare.20037984.v1
title: Implicated Literacies: Life Begetting Life in Linguistic Education

description: ABSTRACT We are almost 8 billion people to live, eat and survive on the only inhabitable planet, yet few of us care for environmental issues. Our relationship with the Nature, in general, has been one of exploitation and spoliation, following the anthropocentric modern narrative that prioritizes an egocentric mindset. The outcomes are deprivation, scarcity, depletion of natural organisms, destruction of the space as a whole. Anchored in decolonial and transdisciplinary studies, this text ponders on the consequences of the Eurocentric narratives, claims the need of collectively building a different narrative, and advocates in favor of implicated literacies, a pedagogy for language teaching that understands that “life on Earth implicates life”, and encourages the improvement of environmental and social relations in a broader conception of sustainability.
DOI: 10.6084/m9.figshare.20037984
title: Implicated Literacies: Life Begetting Life in Linguistic Education

description: ABSTRACT We are almost 8 billion people to live, eat and survive on the only inhabitable planet, yet few of us care for environmental issues. Our relationship with the Nature, in general, has been one of exploitation and spoliation, following the anthropocentric modern narrative that prioritizes an egocentric mindset. The outcomes are deprivation, scarcity, depletion of natural organisms, destruction of the space as a whole. Anchored in decolonial and transdisciplinary studies, this text ponders on the consequences of the Eurocentric narratives, claims the need of collectively building a different narrative, and advocates in favor of implicated literacies, a pedagogy for language teaching that understands that “life on Earth implicates life”, and encourages the improvement of environmental and social relations in a broader conception of sustainability.
DOI: 10.5281/zenodo.6553466
title: Scarlet_Gown_Robert_Murray_2ndEd_Horace_philosophy_encoded

description: Xml-TEI valid encoding of Horace's philosophy, poem from the 2nd Edition of The Scarlet Gown by Robert Fuller Murray. Produced as part of the Digital Philology course, Spring 2022, University of Padova, DissGea, MoHu Center, MobiLab.
DOI: 10.5281/zenodo.6553465
title: Scarlet_Gown_Robert_Murray_2ndEd_Horace_philosophy_encoded

description: Xml-TEI valid encoding of Horace's philosophy, poem from the 2nd Edition of The Scarlet Gown by Robert Fuller Murray. Produced as part of the Digital Philology course, Spring 2022, University of Padova, DissGea, MoHu Center, MobiLab.
DOI: 10.6084/m9.figshare.20037983
title: Educating in Times of Pandemic: Images as Micropolitics of Epistemic Disobedience to the Modern and Humanist Epistemologies of the Global North

description: ABSTRACT In this article, we take the risk of reading the contemporary world based on images that have been published on social media during the pandemic crisis. By questioning the abyssal lines (SOUSA SANTOS, 2007) imbued and naturalized by the projects of Modernity and Humanism, the article discusses the ways in which nature invaded, in the middle of the pandemic, “this side” of modernity. The following section explores the undemocratic virus by problematizing the abyssal lines of social class differences. Then, in order to further complexify the stark differences between white supremacy and black genocide, the next section demonstrates that we have not overcome this historical crisis of humanity. Section five investigates the abyssal lines between access to education and the perpetuation of a project for education that secures the denial of its existence. In the conclusion, we explain the reasons that make us conceive of these images as procedural micropolitics that have the potential to construct “new modes of subjectivity” (GUATTARI; ROLNIK, 1996, p. 30) and suggest a pedagogy of visual literacy and its micropolitics and an epistemic turn in the notions of “crisis”.
DOI: 10.6084/m9.figshare.20037983.v1
title: Educating in Times of Pandemic: Images as Micropolitics of Epistemic Disobedience to the Modern and Humanist Epistemologies of the Global North

description: ABSTRACT In this article, we take the risk of reading the contemporary world based on images that have been published on social media during the pandemic crisis. By questioning the abyssal lines (SOUSA SANTOS, 2007) imbued and naturalized by the projects of Modernity and Humanism, the article discusses the ways in which nature invaded, in the middle of the pandemic, “this side” of modernity. The following section explores the undemocratic virus by problematizing the abyssal lines of social class differences. Then, in order to further complexify the stark differences between white supremacy and black genocide, the next section demonstrates that we have not overcome this historical crisis of humanity. Section five investigates the abyssal lines between access to education and the perpetuation of a project for education that secures the denial of its existence. In the conclusion, we explain the reasons that make us conceive of these images as procedural micropolitics that have the potential to construct “new modes of subjectivity” (GUATTARI; ROLNIK, 1996, p. 30) and suggest a pedagogy of visual literacy and its micropolitics and an epistemic turn in the notions of “crisis”.
DOI: 10.5281/zenodo.6627971
title: Supplementary data for Provenance Analysis of Early Neoproterozoic Metasedimentary Rocks in Western Central Tianshan Block and Paleogeographical Reconstruction

description: Supplementary data for Provenance Analysis of Early Neoproterozoic Metasedimentary Rocks in Western Central Tianshan Block and Paleogeographical Reconstruction.
DOI: 10.6084/m9.figshare.20037989.v1
title: Aestheticization of Scientific Texts

description: ABSTRACT Currently, there is no doubt about the availability of expressive means in the texts of scientific content. The aim of the paper is to analyze aesthetics means in scientific texts due to the author’s individuality and dialogical nature of scientific communication. The research materials are Spanish scientific articles and theses. The findings are discussed regarding the idea that there is a common intertextual space between the text created by the author and other texts that made up the author’s cultural and scientific experience. The conclusion is made that besides the traditional functions of intertextuality in the scientific text there is an aesthetic function.
DOI: 10.6084/m9.figshare.20037989
title: Aestheticization of Scientific Texts

description: ABSTRACT Currently, there is no doubt about the availability of expressive means in the texts of scientific content. The aim of the paper is to analyze aesthetics means in scientific texts due to the author’s individuality and dialogical nature of scientific communication. The research materials are Spanish scientific articles and theses. The findings are discussed regarding the idea that there is a common intertextual space between the text created by the author and other texts that made up the author’s cultural and scientific experience. The conclusion is made that besides the traditional functions of intertextuality in the scientific text there is an aesthetic function.
DOI: 10.5281/zenodo.6627970
title: Supplementary data for Provenance Analysis of Early Neoproterozoic Metasedimentary Rocks in Western Central Tianshan Block and Paleogeographical Reconstruction

description: Supplementary data for Provenance Analysis of Early Neoproterozoic Metasedimentary Rocks in Western Central Tianshan Block and Paleogeographical Reconstruction.
DOI: 10.6084/m9.figshare.20037990
title: Writing as work in activities of textual review in undergraduate courses of Languages and Literature

description: Abstract From a dialogical conception of language and considering the postulates of writing as work, this article aims to comprehend how activities of textual review applied to undergraduate courses of Language and Literature reflect theoretical-methodological assumptions of the concept of writing as work. This study comprises textual review activities applied by professors of the undergraduate course of Languages and Literature in a public university of the State of Paraná. Activities were classified into three groups: 1) recognizing significant grammatical errors; 2) recognizing contexts of production and/or discursive genre, beyond the grammatical dimension; 3) fully conforming to the assumptions of writing as work. The results indicate no direct correlation between studying theoretical contributions and consistently applying them on activities.