The objective of this article is to examine three didactic materials used in different university courses of Portuguese language for translators of the Spanish-Portuguese pair. To that end, we have related some characteristics that mark the learning culture of our context and articulate them with the widely disseminated studies of the Portuguese as Foreign Language (PLE) area to Spanish speakers (Almeida Filho 1995; 2004; Ferreira 1998; Júdice 2005; 2013; Mendes 2011). We selected three variables for the discussion presented: i. the need to develop proficiency in Portuguese in the communicative and disciplinary fields; ii. the unskilled knowledge (Almeida Filho 1995) of Spanish speakers, leading them to not perceive the peculiarities that differentiate the two languages and that leads them to trust in the ‘easy’ of producing Portuguese; iii. the didactic resources to approach the Portuguese language forthe training of translators. Thus, we identify in the students’ learning culture the ‘easy’, related to understanding, and the ‘difficult’ related to the recurrence of grammar-based teaching. The materials presented guide our thinking on the oral and written production skills expected of our students in terms of language knowledge and practice with the textual genres equired by the university curriculum.
本文的目的是考察三种教学材料在不同的大学葡萄牙语课程中使用的西班牙语和葡萄牙语对的译者。为此，我们将一些标志着我们语境中学习文化的特征联系起来，并通过向西班牙语使用者广泛传播的葡萄牙语作为外语（PLE）领域的研究来阐明这些特征（Almeida Filho 1995；2004；费雷拉1998；Júdice 2005；2013；门德斯2011）。我们选择了三个变量进行讨论：一是在交际和学科领域培养葡萄牙语熟练度的必要性；ii。讲西班牙语的人不熟练的知识（Almeida Filho，1995年），导致他们没有意识到区分两种语言的特点，并导致他们相信葡萄牙语的“容易”；iii.使用葡萄牙语培训翻译人员的教学资源。因此，我们在学生的学习文化中确定了与理解有关的“容易”和与语法教学的重复有关的“困难”。所提供的材料指导我们思考学生在语言知识和实践方面的口头和书面制作技能，以及大学课程所要求的文本类型。
{"title":"TEACHING THE PORTUGUESE LANGUAGE IN A CONTEXT OF FORMATION OF CHILEAN TRANSLATORS","authors":"Ana Marques","doi":"10.21814/DIACRITICA.431","DOIUrl":"https://doi.org/10.21814/DIACRITICA.431","url":null,"abstract":" The objective of this article is to examine three didactic materials used in different university courses of Portuguese language for translators of the Spanish-Portuguese pair. To that end, we have related some characteristics that mark the learning culture of our context and articulate them with the widely disseminated studies of the Portuguese as Foreign Language (PLE) area to Spanish speakers (Almeida Filho 1995; 2004; Ferreira 1998; Júdice 2005; 2013; Mendes 2011). We selected three variables for the discussion presented: i. the need to develop proficiency in Portuguese in the communicative and disciplinary fields; ii. the unskilled knowledge (Almeida Filho 1995) of Spanish speakers, leading them to not perceive the peculiarities that differentiate the two languages and that leads them to trust in the ‘easy’ of producing Portuguese; iii. the didactic resources to approach the Portuguese language forthe training of translators. Thus, we identify in the students’ learning culture the ‘easy’, related to understanding, and the ‘difficult’ related to the recurrence of grammar-based teaching. The materials presented guide our thinking on the oral and written production skills expected of our students in terms of language knowledge and practice with the textual genres equired by the university curriculum.","PeriodicalId":33760,"journal":{"name":"Diacritica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44529340","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}
O objetivo deste artigo é discutir, através de uma reflexão teórica, sobre o potencial de uma abordagem lexical mais completa e da utilização de dicionários no ensino de Língua Portuguesa como Língua de Acolhimento (PLA), com enfoque no contexto brasileiro, haja vista a importância do aprendizado do português no processo de integração e interação para pessoas em situação de refúgio no Brasil. Com a chegada de imigrantes e refugiados, novas saberes teóricos e práticas são necessárias para o ensino de PLA e devem ser articulados com outras abordagens, levando em consideração as necessidades dos aprendizes. Conclui-se que obras lexicográficas podem ser potenciais instrumentos colaboradores na formação do aprendiz de língua estrangeira e obras de grande importância para entender e se apropriar da maneira como a língua se organiza, além de contribuir no contínuo desenvolvimento da língua e para a cultura do país acolhedor. Além disso, a abordagem pode colaborar para o caráter emancipatório tão desejado no ensino de PLA e para o empoderamento de grupos minoritarizados.
{"title":"COMPETÊNCIA LEXICAL E O USO DOS DICIONÁRIOS NUMA ABORDAGEM PARA O ENSINO DA LÍNGUA PORTUGUESA COMO LÍNGUA DE ACOLHIMENTO","authors":"A. Fernandes","doi":"10.21814/DIACRITICA.430","DOIUrl":"https://doi.org/10.21814/DIACRITICA.430","url":null,"abstract":"O objetivo deste artigo é discutir, através de uma reflexão teórica, sobre o potencial de uma abordagem lexical mais completa e da utilização de dicionários no ensino de Língua Portuguesa como Língua de Acolhimento (PLA), com enfoque no contexto brasileiro, haja vista a importância do aprendizado do português no processo de integração e interação para pessoas em situação de refúgio no Brasil. Com a chegada de imigrantes e refugiados, novas saberes teóricos e práticas são necessárias para o ensino de PLA e devem ser articulados com outras abordagens, levando em consideração as necessidades dos aprendizes. Conclui-se que obras lexicográficas podem ser potenciais instrumentos colaboradores na formação do aprendiz de língua estrangeira e obras de grande importância para entender e se apropriar da maneira como a língua se organiza, além de contribuir no contínuo desenvolvimento da língua e para a cultura do país acolhedor. Além disso, a abordagem pode colaborar para o caráter emancipatório tão desejado no ensino de PLA e para o empoderamento de grupos minoritarizados.","PeriodicalId":33760,"journal":{"name":"Diacritica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42225829","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}
This article focuses on a case study developed in 2017 with a sample of portuguese Heritage Language students, living in Zürich (Switzerland), and intends to be a reflection on the deviations in the graphic representation of the capital letter by some bilingual Portuguese descent students. Starting from the empirical hypothesis that the cause of these deviations consists in the transfer from German to Portuguese, the intervention procedure implemented in the group of informants under study was based on a sequence of two exercises atdifferent evaluative moments, allowing, in this way, to collect and analyze data, in order to assess the class and subclass of words that register the highest percentage ofdeviant occurrences and to understand if the metalinguistic reflection contributes (or not) to the use of capital letters in accordance with the European Portuguese orthographic standard.
{"title":"ON THE USE OF THE CAPITAL LETTER BY PORTUGUESE HERITAGE LANGAUGE STUDENTS IN SWITZERLAND","authors":"Ana Margarida Azevedo Caetano, Henrique Barroso","doi":"10.21814/DIACRITICA.432","DOIUrl":"https://doi.org/10.21814/DIACRITICA.432","url":null,"abstract":"This article focuses on a case study developed in 2017 with a sample of portuguese Heritage Language students, living in Zürich (Switzerland), and intends to be a reflection on the deviations in the graphic representation of the capital letter by some bilingual Portuguese descent students. Starting from the empirical hypothesis that the cause of these deviations consists in the transfer from German to Portuguese, the intervention procedure implemented in the group of informants under study was based on a sequence of two exercises atdifferent evaluative moments, allowing, in this way, to collect and analyze data, in order to assess the class and subclass of words that register the highest percentage ofdeviant occurrences and to understand if the metalinguistic reflection contributes (or not) to the use of capital letters in accordance with the European Portuguese orthographic standard.","PeriodicalId":33760,"journal":{"name":"Diacritica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42550233","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 “Literature in Portuguese Foreign Language Teaching” project aims to study literature’s role in the first stage of Portuguese as a Foreign Language teaching. Apart from the selection of literary texts for beginner and elementary levels (A1 and A2 respectively), the project also includes simplified versions of short stories that are relevant to this teaching context due to heritage and interculturality reasons. At A1 and A2 teaching levels, the process for simplifying a text should not be limited to literary adaptation, reason why our simplification took into account the criteria used by graded readers editors and in the few existing adaptations in Portugal. Due to the lack of simplified versions of literary texts in those levels of Portuguese teaching, it is important to share and discuss the experience gathered with the simplification of O Senhor Ventura, by Miguel Torga (1943/1985). This article reflects on the results of its’ use in different formal education contexts and on its’ implications for the definition of simplification criteria.
{"title":"LITERARY ADAPTATIONS IN PORTUGUESE AS A FOREIGN LANGUAGE TEACHING","authors":"A. Machado, A. Fernandes","doi":"10.21814/DIACRITICA.433","DOIUrl":"https://doi.org/10.21814/DIACRITICA.433","url":null,"abstract":"The “Literature in Portuguese Foreign Language Teaching” project aims to study literature’s role in the first stage of Portuguese as a Foreign Language teaching. Apart from the selection of literary texts for beginner and elementary levels (A1 and A2 respectively), the project also includes simplified versions of short stories that are relevant to this teaching context due to heritage and interculturality reasons. At A1 and A2 teaching levels, the process for simplifying a text should not be limited to literary adaptation, reason why our simplification took into account the criteria used by graded readers editors and in the few existing adaptations in Portugal. Due to the lack of simplified versions of literary texts in those levels of Portuguese teaching, it is important to share and discuss the experience gathered with the simplification of O Senhor Ventura, by Miguel Torga (1943/1985). This article reflects on the results of its’ use in different formal education contexts and on its’ implications for the definition of simplification criteria.","PeriodicalId":33760,"journal":{"name":"Diacritica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43728780","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}
This article fits into the topic “PL2 / PLE / PLH teaching-learning experiences”. The (re)construction of the identities of the Luso-descendants and other participants of the Intensive Summer Course for Luso-descendants (CIVLD), before and after attendance of the course, was studied through surveys and interviews to record the respective Life stories. For this, two surveys were developed, one for the students to complete at the beginning of the course and the other one, in the last class of the same, and the identity reconstruction was taking place throughout the teaching-learning experience. Data were collected on their motivation for attending the course, their expectations of the course and their learning of the Portuguese language (LP), their views of Madeira and its culture, before and after the course, as well as difficulties, both in language and social integration. Of these Luso-descendants, those who have Portuguese as a Heritage Language express themselves with many phonetic, lexical and morphosyntactic interferences of the Spanish of Venezuela or the English of South Africa. The course also includes six Venezuelans (non-Lusodescendants), married with Luso-descendants from Madeira.
{"title":"PORTUGUESE AS HERITAGE LANGUAGE AND PORTUGUESE NON NATIVE LANGUAGE","authors":"Ida Camacho, N. Nunes","doi":"10.21814/DIACRITICA.437","DOIUrl":"https://doi.org/10.21814/DIACRITICA.437","url":null,"abstract":"This article fits into the topic “PL2 / PLE / PLH teaching-learning experiences”. The (re)construction of the identities of the Luso-descendants and other participants of the Intensive Summer Course for Luso-descendants (CIVLD), before and after attendance of the course, was studied through surveys and interviews to record the respective Life stories. For this, two surveys were developed, one for the students to complete at the beginning of the course and the other one, in the last class of the same, and the identity reconstruction was taking place throughout the teaching-learning experience. Data were collected on their motivation for attending the course, their expectations of the course and their learning of the Portuguese language (LP), their views of Madeira and its culture, before and after the course, as well as difficulties, both in language and social integration. Of these Luso-descendants, those who have Portuguese as a Heritage Language express themselves with many phonetic, lexical and morphosyntactic interferences of the Spanish of Venezuela or the English of South Africa. The course also includes six Venezuelans (non-Lusodescendants), married with Luso-descendants from Madeira. ","PeriodicalId":33760,"journal":{"name":"Diacritica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43889860","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}
Este artículo propone analizar el contra-mapeo como práctica de resistencia al régimende frontera de la UE. El contra-mapeo exhibe la experiencia subjetiva de laspersonas migrantes en torno a las fronteras. Retomamos como ‘caja de herramientas’las nociones de Foucault y Deleuze y Guattari de espacio agujereado, régimende (in)visibilidad y contraconducta, para caracterizar el contra-mapeo. Nos enfocaremosen la video-instalación e Mapping Journey Project (2008-11) de BouchraKhalili. El relato mapeado de los/las migrantes permite advertir la estrecha articulaciónentre las nociones de espacio y subjetividad que serán abordados desde lanoción de contra-mapeo.
{"title":"EL CONTRA-MAPEO COMO PRÁCTICA DE RESISTENCIA","authors":"A. Torrano","doi":"10.21814/DIACRITICA.386","DOIUrl":"https://doi.org/10.21814/DIACRITICA.386","url":null,"abstract":"Este artículo propone analizar el contra-mapeo como práctica de resistencia al régimende frontera de la UE. El contra-mapeo exhibe la experiencia subjetiva de laspersonas migrantes en torno a las fronteras. Retomamos como ‘caja de herramientas’las nociones de Foucault y Deleuze y Guattari de espacio agujereado, régimende (in)visibilidad y contraconducta, para caracterizar el contra-mapeo. Nos enfocaremosen la video-instalación e Mapping Journey Project (2008-11) de BouchraKhalili. El relato mapeado de los/las migrantes permite advertir la estrecha articulaciónentre las nociones de espacio y subjetividad que serán abordados desde lanoción de contra-mapeo.","PeriodicalId":33760,"journal":{"name":"Diacritica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41631528","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":"LANGUAGE FOR INTEGRATION, LANGUAGE AS DISCIPLINE?","authors":"Anna Zeiter","doi":"10.21814/DIACRITICA.393","DOIUrl":"https://doi.org/10.21814/DIACRITICA.393","url":null,"abstract":" ","PeriodicalId":33760,"journal":{"name":"Diacritica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48464888","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}
Many studies have addressed the issue of migration and displacement, one of themain geopolitical challenges of our time, but far fewer have analysed it using aninterdisciplinary framework and selecting literary and artistic practices from atransnational context. !e purpose of this paper is to describe the way in whichthe artists use the specificity of medium and mechanism in their projects to reflecton the current migratory crisis and forced migration, to critique the securitizationor the politics of immigration in recent years and to explore a tactical use of technologiesin order to expand public consciousness and political debate. It is directlyfocused on the migratory processes involving Mexicans who go to the United Statesand its connection to the complex political imaginary of these regions, and on therelationship between identity and marginalization, particularly the influence ofthe conceptualization of migrants as the Other in contemporary European society.Based on the analysis of a series of case studies both from a theoretical and froman artistic point of view –, this research intends to understand how these projectsexplore forms of critical intervention, dissent or disruption of a dominant semioticregime by stimulating critical thinking about consolidated narratives and sign systemsof identity and difference.
{"title":"MIGRATIONS, POLITICAL BORDERS AND THE DIGITAL REALM","authors":"P. Pereira","doi":"10.21814/DIACRITICA.388","DOIUrl":"https://doi.org/10.21814/DIACRITICA.388","url":null,"abstract":"Many studies have addressed the issue of migration and displacement, one of themain geopolitical challenges of our time, but far fewer have analysed it using aninterdisciplinary framework and selecting literary and artistic practices from atransnational context. !e purpose of this paper is to describe the way in whichthe artists use the specificity of medium and mechanism in their projects to reflecton the current migratory crisis and forced migration, to critique the securitizationor the politics of immigration in recent years and to explore a tactical use of technologiesin order to expand public consciousness and political debate. It is directlyfocused on the migratory processes involving Mexicans who go to the United Statesand its connection to the complex political imaginary of these regions, and on therelationship between identity and marginalization, particularly the influence ofthe conceptualization of migrants as the Other in contemporary European society.Based on the analysis of a series of case studies both from a theoretical and froman artistic point of view –, this research intends to understand how these projectsexplore forms of critical intervention, dissent or disruption of a dominant semioticregime by stimulating critical thinking about consolidated narratives and sign systemsof identity and difference.","PeriodicalId":33760,"journal":{"name":"Diacritica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44803594","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}
“"e displaced person” (1954), conto da escritora norte-americana FlanneryO’Connor, problematiza a questão do acolhimento de refugiados através do desencadementode zonas de conflito desmascaradores de feridas interculturais e sociais.Para além das decisões políticas, existe a mais difícil conciliação de vontades, propiciadorada transformação do refugiado em homo sacer, pelo não reconhecimentodos seus direitos, ou em força de trabalho a explorar. A hospitalidade convertidanuma travessia de perigosidades várias constitui-se, assim, como topos privilegiadodeste conto. O presente ensaio debruça-se sobre as irradiações resultantesdas especificidades que a condição de refugiado implica tal como percecionado porFlannery O’Connor através de “"e displaced person”.
{"title":"CONDIÇÕES DA HOSPITALIDADE EM “THE DISPLACED PERSON” DE FLANNERY O’CONNOR","authors":"Lígia Bernardino","doi":"10.21814/DIACRITICA.387","DOIUrl":"https://doi.org/10.21814/DIACRITICA.387","url":null,"abstract":"“\"e displaced person” (1954), conto da escritora norte-americana FlanneryO’Connor, problematiza a questão do acolhimento de refugiados através do desencadementode zonas de conflito desmascaradores de feridas interculturais e sociais.Para além das decisões políticas, existe a mais difícil conciliação de vontades, propiciadorada transformação do refugiado em homo sacer, pelo não reconhecimentodos seus direitos, ou em força de trabalho a explorar. A hospitalidade convertidanuma travessia de perigosidades várias constitui-se, assim, como topos privilegiadodeste conto. O presente ensaio debruça-se sobre as irradiações resultantesdas especificidades que a condição de refugiado implica tal como percecionado porFlannery O’Connor através de “\"e displaced person”.","PeriodicalId":33760,"journal":{"name":"Diacritica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41505692","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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