Calidoscópio

Possibilidades e potencialidades de estudos na e pela linguagem: passado, presente e futuro

Cátia de Azevedo Fronza — 2024-12-30

Writing and rewriting in the university environment as a responsive process

Joanes Magalhães Lima — 2024-12-30

This article aims to investigate how the processes of guided writing and rewriting (feedbacks) contribute to the development of responsive writing. The main problem that triggers our interest in this research comes from a disagreement with the reproduction of the discourse that university students "write badly / are illiterate" or that they would not be prepared to be in Higher Education. Thus, affiliated with the theoretical assumptions of Bakhtin (2011) and his Circle (Volóchinov, 2018), we consider language as a form of interaction, and statements/discourses, from the perspective of dialogism and crossed by sociocultural and ideological aspects. Thus, it is a field research with a qualitative approach in Applied Linguistics (Moita Lopes, 2006), starts from a social perspective of literacy and is based on the theoretical assumptions of the New Literacy Studies (Street, 2014 and others), consolidated in the 1990s. The results indicated that feedback is an important strategy, as it allows students to reflect on their actions and act responsibly in order to obtain a more meaningful learning in textual production.

Possibilities for teaching reading comprehension through the proposition of workshops on reading strategies

Thais de Souza Schlichting — 2024-12-30

Reading as a teaching object is the basis on which the research reported in this article is proposed, the object of which lies in investigating the effects of strategic reading instruction – named lexical acquisition, co-referencing, and summarization – on the comprehension of text in which mastery of knowledge of the specialty area is required. The perspective on what reading is and which are the processes involved in it derives from Psycholinguistic studies focused on outlining this task and the processes and attitudes involved in understanding. The aim is to explain whether and how systematic and explicit instruction regarding strategic reading relates to reader behavior and procedure when faced with a reading task to understand the text. It is an experimental study with a quantitative approach. Two Engineering classes of students participated in the research, one constituting the experimental group (N = 15) and the other composing the control group (N = 14). The results suggest that formal instruction on the strategic approach to the text changes reading behavior, which facilitates the comprehension process and its results, even though the workshops were taught at a specific point in the academic training.

Gêneros e avaliação de gramática em um curso de licenciatura em Letras

Clarice de Matos Oliveira — 2024-12-30

This work is a segment of a broader research project aimed at investigating the concept of assessment adopted in a course focused on the study of normative Portuguese grammar within a Language Teacher Education program at a public university, particularly from the perspective of future teachers who took this course. The specific objectives are: (a) to analyze how these students understand the purpose and structure of the assessments administered; (b) to examine the role of textual/discursive genres in these assessments. The theoretical foundation for studies on assessment was based on Bachman (1997), Scaramucci (2006), Garcia (2009); to discuss the concept of genre in this context, principles of Sociodiscursive Interactionism were particularly used (Bronckart, 1999, 2009; Schneuwly et al. 2004). According to a qualitative interpretative research paradigm, instruments used included a semi-structured interview with students, classroom observations, and document analysis (assessment activities). The results indicate that even in a course focused on normative grammar, it may be productive to address linguistic analysis based on textual/discursive genres in the assessment process of learning. Moreover, the types of assessments that students undergo have a significant impact on their own teacher training.

The learning journal as a self-assessment tool in initial teacher education

Juliene Marques Bogo — 2024-12-30

Based on the experiences built in the Fundamentals and Methodology in Portuguese Language discipline of the Pedagogy course at the Instituto Federal Catarinense, this article aims to analyze the relationship between the learning journal and self-assessment in initial teacher education. As the object of analysis, three pages of journals, constructed in 2021 and 2022 by students of the mentioned course, are presented. Throughout the investigation, there was a intersecting between materialities (documentary research) and theoretical framework (bibliographical research), with theoretical-analytical sections subsidized by authors who explore the textual genre of learning journal, as well as the notions of assessment and self-assessment. Thus, it was possible to understand that the textual genre of learning journal, by providing a break with the predetermined aspects of the academic environment, enhances self-assessment actions in initial teacher education. Through this practice, the school experience of each student is brought into play, using rescues from the past to dialogue with the present in order to build new possibilities for becoming a teacher in the near future.

Literacy and literacy for the deaf

Lia Gonçalves Gurgel — 2024-12-30

Autobiographical narratives of deaf researchers about their literacy process are found in academic works, at the moment that the authors rapport their linguistic and educational experiences. This work aims to investigate narratives of literacy potentials, through the report of those who has already experienced significant learning in Sign Language and Portuguese writing, during the literacy process. The analysis is made during the 1960s and 1990s, a period in which the researchers were in Basic School. Through these presented narratives, in introductory sections of dissertations and theses, we identifies their childhood memories about practices, activities, formal or informal experiences of literacy in the involved languages, which were organizes in two analytical axes: (a) literacy and authorship: writing with purpose and (b) literacy and (con)text: Portuguese language meaning from Sign Language. When reading these materials, we noticed the potential of the narratives to the analysis of the literacy process of the deaf: the impasses, the challenges, the paths undertaken by the students, professors, and family.

“Apagão no ensino público”: discursos de uma reportagem jornalística on-line sobre educação na pandemia

Julia Caroline Goulart Blank — 2024-12-30

The objective is to present the results of the analysis of an online journalistic report about the public education blackout during the pandemic. The study was developed in the light of Critical Discourse Analysis, a theory suitable for the purposes of description, interpretation, and explanation of journalistic genres, which aims to go beyond the unilateral perspective of a linguistic analysis of the text. It is, also, justified by making it possible to understand and interpret social issues that include ways of representing reality. This analysis was conducted from the three-dimensional framework: text, discursive practices and social practices. The results show that the analyzed discourse hides the state's responsibility in the current scenario, reinforcing stereotypes about the teacher as a complainer who do not fulfill their pedagogical role. In addition, there is a tendency to value distance learning, as well as to discredit public education.

A memória e o direito de fala para além das fronteiras: produções visuais de crianças migrantes no Brasil e nos Estados Unidos

Camila Lucena — 2024-12-30

Abstract: This article examines the discourse of migrant children in contexts of mobility, focusing on two groups: Venezuelan children in Brazil (ages 4-10) and Brazilian children in the United States (ages 8-9). Understanding the perspectives of these children is crucial to disrupt the invisibility to which they are subjected, reaffirming their subjectivity. The analysis of children's experiences involves examining their relational nature and power relations with adults and institutions. Here, it is key to recognize the heterogeneity of children's migration experiences, transcending discourses of innocence and victimization, while acknowledging their agency and role in migratory processes. This study centers migrants’ subjectivity, positioning children as subjects in their own right. Using the notions of discourse about and discourse of, we listened to migrant children in Brazil and the U.S., merging two different research projects, to examine their claims of memories and the right to speak in drawings and photographs. This analysis of visual productions employs materialist Discourse Analysis based on theoretical studies that leverage images as units of analysis. This analysis of drawings and photographs reveals discursive practices of resistance, using national and affective symbols to assert themselves as subjects with transnational lives, highlighting the importance of visual interpretation of children's non-verbal discourse.

Keywords: Discourse; Migrant children; Drawings/Photographs