Cristiane Vieira Costa Abreu, Ronei Guaresi, Vera Pacheco
{"title":"A PROSÓDIA COMO ELEMENTO CONSTITUTIVO DA FLUÊNCIA","authors":"Cristiane Vieira Costa Abreu, Ronei Guaresi, Vera Pacheco","doi":"10.29327/232521.8.2-10","DOIUrl":"https://doi.org/10.29327/232521.8.2-10","url":null,"abstract":"","PeriodicalId":297235,"journal":{"name":"Revista Lingua Nostra","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122038129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"APRESENTAÇÃO DA 2ª EDIÇÃO DO VOLUME 10","authors":"Lucimauro Palles da Silva, Ronei Guaresi","doi":"10.29327/232521.9.1-18","DOIUrl":"https://doi.org/10.29327/232521.9.1-18","url":null,"abstract":"","PeriodicalId":297235,"journal":{"name":"Revista Lingua Nostra","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116587399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adria Simone Darte de Souza, Célia Aparecida Bettiol, Sanderson Castro Soares de Oliveira
{"title":"PROCESSOS FORMATIVOS EM LETRAMENTO E ALFABETISMO ENTRE PROFESSORES(AS) INDIGENAS NO VALE DO JAVARI/AM","authors":"Adria Simone Darte de Souza, Célia Aparecida Bettiol, Sanderson Castro Soares de Oliveira","doi":"10.29327/232521.8.2-11","DOIUrl":"https://doi.org/10.29327/232521.8.2-11","url":null,"abstract":"","PeriodicalId":297235,"journal":{"name":"Revista Lingua Nostra","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116626210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. C. Machuca, Liciáuria Marques Rocha, Francisco Rogiellyson da Silva Andrade
Neste artigo, e apresentada uma proposta de sequencia didatica para realizar a leitura do conto “A solucao”, de Clarice Lispector. Para isso, utilizou-se como premissa teorica para analise literaria as consideracoes de Gancho (1997), para quem uma boa narrativa apresenta cinco elementos constitutivos das narrativas: o enredo, as personagens, o narrador, o tempo e o espaco. Em contribuicao a isso, Cortazar (2006), ao teorizar sobre o conto, afirma que um bom exemplar desse genero deve ser incisivo, mordente, sem tregua, desde as primeiras frases. Para formulacao da sequencia didatica, partiu-se da proposta de Cosson (2018), autor que sugere etapas que propiciam o contato critico com o texto literarios, com vistas a formacao de leitores literariamente letrados, a saber: motivacao, introducao, leitura e interpretacao. Sob o vies desse autor, uma formulacao didatica como essa capacita o leitor a ter contato com a linguagem literaria em sua dimensao artistica, construindo letramento para que o sujeito se engaje e circule em praticas sociais em que o texto literario e objeto de mediacao. As atividades formuladas sugerem a analise do texto literario, comportando as dimensoes do contexto de producao do conto, da producao literaria da autora, dos mecanismos linguistico-enunciativos de construcao dos sentidos e das possibilidades de compreensao geradas pela leitura. Um empreendimento como esse fez com que se pense que a leitura literaria na escola, longe de moldes historicizantes, capacita o estudante a ter contato com o texto literario, de maneira a significa-lo de maneira critica e como objeto de fruicao e de produto cultural da sociedade.
{"title":"LETRAMENTO LITERÁRIO: Uma sequência didática de leitura do conto \"A solução\"","authors":"J. C. Machuca, Liciáuria Marques Rocha, Francisco Rogiellyson da Silva Andrade","doi":"10.29327/232521.2.2-14","DOIUrl":"https://doi.org/10.29327/232521.2.2-14","url":null,"abstract":"Neste artigo, e apresentada uma proposta de sequencia didatica para realizar a leitura do conto “A solucao”, de Clarice Lispector. Para isso, utilizou-se como premissa teorica para analise literaria as consideracoes de Gancho (1997), para quem uma boa narrativa apresenta cinco elementos constitutivos das narrativas: o enredo, as personagens, o narrador, o tempo e o espaco. Em contribuicao a isso, Cortazar (2006), ao teorizar sobre o conto, afirma que um bom exemplar desse genero deve ser incisivo, mordente, sem tregua, desde as primeiras frases. Para formulacao da sequencia didatica, partiu-se da proposta de Cosson (2018), autor que sugere etapas que propiciam o contato critico com o texto literarios, com vistas a formacao de leitores literariamente letrados, a saber: motivacao, introducao, leitura e interpretacao. Sob o vies desse autor, uma formulacao didatica como essa capacita o leitor a ter contato com a linguagem literaria em sua dimensao artistica, construindo letramento para que o sujeito se engaje e circule em praticas sociais em que o texto literario e objeto de mediacao. As atividades formuladas sugerem a analise do texto literario, comportando as dimensoes do contexto de producao do conto, da producao literaria da autora, dos mecanismos linguistico-enunciativos de construcao dos sentidos e das possibilidades de compreensao geradas pela leitura. Um empreendimento como esse fez com que se pense que a leitura literaria na escola, longe de moldes historicizantes, capacita o estudante a ter contato com o texto literario, de maneira a significa-lo de maneira critica e como objeto de fruicao e de produto cultural da sociedade.","PeriodicalId":297235,"journal":{"name":"Revista Lingua Nostra","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131210383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Julia Ribeiro Pereira, Amanda Cavalcante Rosa Mascarenhas, Joao Paulo Carvalho, Milena Oliveira da Silva
{"title":"PRECONCEITOS E DECISÕES JUDICIAIS: Distorções hermenêuticas na série “olhos que condenam”","authors":"Julia Ribeiro Pereira, Amanda Cavalcante Rosa Mascarenhas, Joao Paulo Carvalho, Milena Oliveira da Silva","doi":"10.29327/232521.8.2-9","DOIUrl":"https://doi.org/10.29327/232521.8.2-9","url":null,"abstract":"","PeriodicalId":297235,"journal":{"name":"Revista Lingua Nostra","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128264220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maiara Pedral dos Santos, Iago, Laís Brenda, Sarah
{"title":"O JUDICIÁRIO COMO FONTE REPRODUTORA DO RACISMO: Uma análise do processo hermenêutico nas decisões judiciais","authors":"Maiara Pedral dos Santos, Iago, Laís Brenda, Sarah","doi":"10.29327/232521.8.2-4","DOIUrl":"https://doi.org/10.29327/232521.8.2-4","url":null,"abstract":"","PeriodicalId":297235,"journal":{"name":"Revista Lingua Nostra","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124656694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study on the multiliteracies applied to the production of short stories in elementary education, part of the perspective that the school in the teaching-learning process needs to incorporate some concepts present since the end of the 20th century, which are not yet commonly present in pedagogical practices. So this aims to develop a didactic project of genre working on the concept of intertextuality between the discourse/multimodal short story and minutevideo genres, taking into account school’s internal projects, official education documents, and what Multiliteracies, Digital Information and Communication Technologies (DICT) and the teaching of discursive genres theories say. In order to achieve so, we focus on the theme of child labor and adolescents’ professionalization/professional learning. Bakhtin's (2000) perspective on the discourse genres is our theoretical framework. We also discuss the concept of Didactic Sequences according to Schneuwly and Dolz (2004), the concepts of Didactic Genre Projects according to Kersch Coscarelli and Cani (2016), the studies of Literacies according to Tfouni (2010) and Kleiman (1995). In addition, we also focus on the New and Multiletracies study according to Rojo (2012), Cosson’s (2009) literary literacy studies, and the concept of new technologies in education according to Coscarelli (2016). Finally, we discuss federal education documents in Brazil, National Curriculum Parameters (1997), and Common Curricular National Base (2017). It is intended, therefore, to affirm that it is possible to combine the didactic project of gender, contemplating the internal projects of the school and contributing to the development of reading, writing, critical sense and digital literacies in students.
{"title":"OS MULTILETRAMENTOS APLICADOS A PRODUÇÃO DE CONTOS NO ENSINO FUNDAMENTAL II: UMA PROPOSTA DE ENSINO","authors":"Anne Sharon Nobre Silva, A. M. Lima","doi":"10.29327/232521.2.2-6","DOIUrl":"https://doi.org/10.29327/232521.2.2-6","url":null,"abstract":"The present study on the multiliteracies applied to the production of short stories in elementary education, part of the perspective that the school in the teaching-learning process needs to incorporate some concepts present since the end of the 20th century, which are not yet commonly present in pedagogical practices. So this aims to develop a didactic project of genre working on the concept of intertextuality between the discourse/multimodal short story and minutevideo genres, taking into account school’s internal projects, official education documents, and what Multiliteracies, Digital Information and Communication Technologies (DICT) and the teaching of discursive genres theories say. In order to achieve so, we focus on the theme of child labor and adolescents’ professionalization/professional learning. Bakhtin's (2000) perspective on the discourse genres is our theoretical framework. We also discuss the concept of Didactic Sequences according to Schneuwly and Dolz (2004), the concepts of Didactic Genre Projects according to Kersch Coscarelli and Cani (2016), the studies of Literacies according to Tfouni (2010) and Kleiman (1995). In addition, we also focus on the New and Multiletracies study according to Rojo (2012), Cosson’s (2009) literary literacy studies, and the concept of new technologies in education according to Coscarelli (2016). Finally, we discuss federal education documents in Brazil, National Curriculum Parameters (1997), and Common Curricular National Base (2017). It is intended, therefore, to affirm that it is possible to combine the didactic project of gender, contemplating the internal projects of the school and contributing to the development of reading, writing, critical sense and digital literacies in students.","PeriodicalId":297235,"journal":{"name":"Revista Lingua Nostra","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122583777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Our temporality calls our attention to new formats of colonialism or to the materialization of racism practices which reverberate both in the daily life of social relations and in virtual environments, either through the words and neologisms of natural language, or through more outrageous explanation of prejudicial speeches and discourses, sometimes assured by institutional, political and even police authorities. Having given the problem, how can applied linguistics and the contemporary art, altogether, contribute to solve this issue and provide anti-racism education? In an attempt to find possible answers, this article starts with studies, reflections and contributions on new and multi-tools to analyze how different languages are articulated to form the artistic genre “performance”, since other artistic formats convey messages, but do not p rovide such a dialogue with the centrality of the body, which is, in general, the beginning and the end of racist speeches. In order to do so, we take the performance Narciso and Eco , by Grada Kilomba, as a corpus, seeking to identify the main characteristics of the genre in it, proposing to investigate how the performance articulates different media and languages to build intertextually an explanatory post-colonial and decolonial narrative of the subtle materialization of racism. For such, the reflections presented here consider a current context denouncing episodes of racism at the global level, discuss the introduction of digital languages in this artistic genre and highlight, from the multi-tools perspective, what the demands for reading this hybrid artistic genre are. Along these lines, this article demonstrates how interwoven with performance art the digital language (the target of multi-tools) is, pointing to the need to respond these demands on the educational level.
我们的时代性使我们注意到殖民主义的新形式或种族主义实践的物化，这些实践在社会关系的日常生活和虚拟环境中都有回响，要么通过自然语言的词汇和新词，要么通过对偏见言论和话语的更离谱的解释，有时由机构、政治甚至警察当局保证。既然有了这个问题，应用语言学和当代艺术如何共同解决这个问题，并提供反种族主义教育?为了寻找可能的答案，本文从研究、反思和贡献新的和多种工具开始，分析不同的语言是如何被表达出来形成“表演”这一艺术类型的，因为其他艺术形式传达的是信息，但不提供这种以身体为中心的对话，这通常是种族主义演讲的开始和结束。为了做到这一点，我们将Grada Kilomba的表演《Narciso and Eco》作为一个语体，试图确定其流派的主要特征，并提出研究表演如何表达不同的媒体和语言，以建立一种相互文本的解释后殖民和非殖民叙事，以微妙的种族主义物化。因此，本文的反思考虑了当前在全球范围内谴责种族主义事件的背景，讨论了在这种艺术类型中引入数字语言，并从多工具的角度强调了阅读这种混合艺术类型的需求是什么。沿着这些思路，本文展示了数字语言(多工具的目标)是如何与行为艺术交织在一起的，并指出了在教育层面回应这些需求的必要性。
{"title":"DIÁSPORAS NARRATIVAS:\u0000 \u0000 Uma análise do hibridismo midiático na construção da leitura performática em Grada Kilomba.","authors":"Ivan Tadeu Gomes de Oliveira","doi":"10.29327/232521.8.1-3","DOIUrl":"https://doi.org/10.29327/232521.8.1-3","url":null,"abstract":"Our temporality calls our attention to new formats of colonialism or to the materialization of racism practices which reverberate both in the daily life of social relations and in virtual environments, either through the words and neologisms of natural language, or through more outrageous explanation of prejudicial speeches and discourses, sometimes assured by institutional, political and even police authorities. Having given the problem, how can applied linguistics and the contemporary art, altogether, contribute to solve this issue and provide anti-racism education? In an attempt to find possible answers, this article starts with studies, reflections and contributions on new and multi-tools to analyze how different languages are articulated to form the artistic genre “performance”, since other artistic formats convey messages, but do not p rovide such a dialogue with the centrality of the body, which is, in general, the beginning and the end of racist speeches. In order to do so, we take the performance Narciso and Eco , by Grada Kilomba, as a corpus, seeking to identify the main characteristics of the genre in it, proposing to investigate how the performance articulates different media and languages to build intertextually an explanatory post-colonial and decolonial narrative of the subtle materialization of racism. For such, the reflections presented here consider a current context denouncing episodes of racism at the global level, discuss the introduction of digital languages in this artistic genre and highlight, from the multi-tools perspective, what the demands for reading this hybrid artistic genre are. Along these lines, this article demonstrates how interwoven with performance art the digital language (the target of multi-tools) is, pointing to the need to respond these demands on the educational level.","PeriodicalId":297235,"journal":{"name":"Revista Lingua Nostra","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128194334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"EPISTEMOLOGIAS DO LETRAMENTO RACIAL CRÍTICO NO CONTEXTO BRASILEIRO:\u0000 \u0000 Identidades de professoras de línguas estrangeiras e interseccionalidades com raça, gênero e classe social","authors":"Aparecida de Jesus Ferreira","doi":"10.29327/232521.8.1-8","DOIUrl":"https://doi.org/10.29327/232521.8.1-8","url":null,"abstract":"","PeriodicalId":297235,"journal":{"name":"Revista Lingua Nostra","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127289355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A (DES)CONSTRUÇÃO DA INFÂNCIA E O RACISMO NO CONTO “NEGRINHA”, DE MONTEIRO LOBATO","authors":"Izandra Alves","doi":"10.29327/232521.8.2-2","DOIUrl":"https://doi.org/10.29327/232521.8.2-2","url":null,"abstract":"","PeriodicalId":297235,"journal":{"name":"Revista Lingua Nostra","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131896884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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