Este artigo tem como objetivo apresentar uma análise discursiva crítica de uma experiência em uma escola com ênfase em possibilidades e potencialidades da leitura crítica de escritoras negras. A partir disso, buscamos discutir sobre uma prática de letramentos críticos voltada para a conscientização sobre questões de gênero e interseccionalidades, como raça e classe. Com base em perspectivas teórico-metodológicas dos estudos críticos do discurso, dos estudos sobre gênero e (de)colonialidade e da abordagem etnográfica e colaborativa de pesquisa3, este trabalho analisa representações de uma roda de leitura e debate realizada em 2017 em um Centro de Ensino Fundamental situado em Ceilândia-Distrito Federal (DF). A análise aqui apresentada indica como uma possível contribuição da leitura de literatura produzida por escritoras negras, no contexto escolar, a promoção de práticas de contestação frente a discursos hegemonizantes e coloniais de gênero e raça, com potencial de de-legitimação de ideologias racistas e sexistas. Palavras-chave: discurso; letramentos críticos; gênero social.
{"title":"Letramentos críticos, gênero social e intersecções: uma análise discursiva de uma experiência de leitura de escritoras negras em uma escola","authors":"Amanda Oliveira Rechetnicou, Viviane Cristina Vieira","doi":"10.4013/cld.2021.194.04","DOIUrl":"https://doi.org/10.4013/cld.2021.194.04","url":null,"abstract":"Este artigo tem como objetivo apresentar uma análise discursiva crítica de uma experiência em uma escola com ênfase em possibilidades e potencialidades da leitura crítica de escritoras negras. A partir disso, buscamos discutir sobre uma prática de letramentos críticos voltada para a conscientização sobre questões de gênero e interseccionalidades, como raça e classe. Com base em perspectivas teórico-metodológicas dos estudos críticos do discurso, dos estudos sobre gênero e (de)colonialidade e da abordagem etnográfica e colaborativa de pesquisa3, este trabalho analisa representações de uma roda de leitura e debate realizada em 2017 em um Centro de Ensino Fundamental situado em Ceilândia-Distrito Federal (DF). A análise aqui apresentada indica como uma possível contribuição da leitura de literatura produzida por escritoras negras, no contexto escolar, a promoção de práticas de contestação frente a discursos hegemonizantes e coloniais de gênero e raça, com potencial de de-legitimação de ideologias racistas e sexistas. \u0000Palavras-chave: discurso; letramentos críticos; gênero social. \u0000 ","PeriodicalId":39076,"journal":{"name":"Calidoscopio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46667566","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}
Propomos neste artigo realizar uma aproximação conceitual entre as teorias do Letramento Crítico (Morgan, 1997; Jordão, 2013, 2016; Janks, 2013, 2016; Shor,1999; Luke, 2000, 2004) e da Colaboração Crítica (Magalhães, 2007, 2011, 2019; Magalhães e Fidalgo, 2007; Ninin, 2011, 2018), apresentando a origem de ambas as teorias e discutindo sobre como o trabalho educacional pautado nessas perspectivas (LC e CC) pode proporcionar a formação de cidadãos críticos e ativos que buscam, a partir de discursos e ações intencionais e informadas, a transformação social. Estabelecidas as relações entre as teorias, buscamos demonstrar que tanto o LC quanto a CC são teorias que têm por propósito combater injustiças e mitigar as desigualdades sociais, por meio da constituição de sujeitos capazes de: aprender a partir de conflitos e conviver com a diversidade; de atuar como seres políticos, capazes de realizar negociações ininterruptas; de romper com o senso comum, desvelando discursos preconceituosos que excluem e marginalizam grupos sociais. Palavras-chave: letramento crítico; colaboração crítica; transformação social.
{"title":"Letramento crítico e colaboração crítica – entrelaçando teorias com vistas à transformação social","authors":"André Effgen Aguiar","doi":"10.4013/cld.2021.194.06","DOIUrl":"https://doi.org/10.4013/cld.2021.194.06","url":null,"abstract":"Propomos neste artigo realizar uma aproximação conceitual entre as teorias do Letramento Crítico (Morgan, 1997; Jordão, 2013, 2016; Janks, 2013, 2016; Shor,1999; Luke, 2000, 2004) e da Colaboração Crítica (Magalhães, 2007, 2011, 2019; Magalhães e Fidalgo, 2007; Ninin, 2011, 2018), apresentando a origem de ambas as teorias e discutindo sobre como o trabalho educacional pautado nessas perspectivas (LC e CC) pode proporcionar a formação de cidadãos críticos e ativos que buscam, a partir de discursos e ações intencionais e informadas, a transformação social. Estabelecidas as relações entre as teorias, buscamos demonstrar que tanto o LC quanto a CC são teorias que têm por propósito combater injustiças e mitigar as desigualdades sociais, por meio da constituição de sujeitos capazes de: aprender a partir de conflitos e conviver com a diversidade; de atuar como seres políticos, capazes de realizar negociações ininterruptas; de romper com o senso comum, desvelando discursos preconceituosos que excluem e marginalizam grupos sociais. \u0000Palavras-chave: letramento crítico; colaboração crítica; transformação social. ","PeriodicalId":39076,"journal":{"name":"Calidoscopio","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42029326","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}
Adolfo Tanzi Neto, B. Morgan, Christine Siqueira Nicolaides
Special Issue: Social transformation through critical literacies: emerging priorities for contemporary Applied Linguistics - celebrating three decades of the existence of the Brazilian Association of Applied Linguistics (ALAB).
{"title":"Presentation","authors":"Adolfo Tanzi Neto, B. Morgan, Christine Siqueira Nicolaides","doi":"10.4013/cld.2021.194.00","DOIUrl":"https://doi.org/10.4013/cld.2021.194.00","url":null,"abstract":"Special Issue: Social transformation through critical literacies: emerging priorities for contemporary Applied Linguistics - celebrating three decades of the existence of the Brazilian Association of Applied Linguistics (ALAB).\u0000 ","PeriodicalId":39076,"journal":{"name":"Calidoscopio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46377376","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 aims at reflecting upon how Critical Trans-literacies (Canagarajah, 2020; Pennycoook, 2006) and processes of Colonialities of Power and Knowledge (Quijano, 1992) and Being (Maldonado-Torres, 2007) can be tackled in a Teaching Certificate Course. As teachers in-devir (Deleuze; Guattari, 2011b) participate in the co-construction of pedagogical materials supplemented (Derrida, 1993) by their own experiences as students and teachers of languages, the media, and textbooks, they engage in their own teaching-research processes, practice-and-as-theory and theory-and-as-practice (Mignolo; Walsh, 2019) that intertwine with-and their own teaching-research and learning-research experiences. Trans-literacies and the affordances of the Information and Communication Digital Technologies (Giddens, 1991), Media and textbooks are used as mediation tools (Vigotski, 2001) to provoke movements of thought and teaching-research movements in the classrooms. By being critically engaged in designing and co-creating pedagogical materials localized in their multiple and heterogeneous territories (XXXXX, 2021), our colonized minds of teachers of English as a foreign language are provoked by learning to read ourselves (Freire, 2005), critically (Monte Mór, 2019) and hopefully, deterritorialize and reterritorialize some of the Eurocentric modernity-rationality paradigms (Quijano, 1992) and try to co-construct knowledges and worlds otherwise in the Global South (Sousa Santos, 2010).
{"title":"Critical Trans-literacies in a teacher trans-formation course: media, textbooks and processes of decolonialities","authors":"Ricardo Saito","doi":"10.4013/cld.2021.194.02","DOIUrl":"https://doi.org/10.4013/cld.2021.194.02","url":null,"abstract":"This article aims at reflecting upon how Critical Trans-literacies (Canagarajah, 2020; Pennycoook, 2006) and processes of Colonialities of Power and Knowledge (Quijano, 1992) and Being (Maldonado-Torres, 2007) can be tackled in a Teaching Certificate Course. As teachers in-devir (Deleuze; Guattari, 2011b) participate in the co-construction of pedagogical materials supplemented (Derrida, 1993) by their own experiences as students and teachers of languages, the media, and textbooks, they engage in their own teaching-research processes, practice-and-as-theory and theory-and-as-practice (Mignolo; Walsh, 2019) that intertwine with-and their own teaching-research and learning-research experiences. Trans-literacies and the affordances of the Information and Communication Digital Technologies (Giddens, 1991), Media and textbooks are used as mediation tools (Vigotski, 2001) to provoke movements of thought and teaching-research movements in the classrooms. By being critically engaged in designing and co-creating pedagogical materials localized in their multiple and heterogeneous territories (XXXXX, 2021), our colonized minds of teachers of English as a foreign language are provoked by learning to read ourselves (Freire, 2005), critically (Monte Mór, 2019) and hopefully, deterritorialize and reterritorialize some of the Eurocentric modernity-rationality paradigms (Quijano, 1992) and try to co-construct knowledges and worlds otherwise in the Global South (Sousa Santos, 2010).","PeriodicalId":39076,"journal":{"name":"Calidoscopio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43175126","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 discusses the production of social school democratic spaces for teachers’ and students’ agency transformation in a Latin American globalized context – Brazil, through their participation in an engaged multiliteracy project (Digitmed Program/Brazil), where some social, political, economic, and cultural issues are at the basis. In this program, there are all types of social exclusion such as age, gender, class, race, hearing differences; oppressions lived by educators and students; children and teenagers who work on streets as opposed by others who have a very limited perception of the surrounding reality; students involved with drugs, both as users and as dealers, students who consider suicide as an option, and other similar dramatic circumstances. The project involves a critical-collaborative intervention research (Magalhães, 2011) with private and public (municipal and state) schools, focusing on a university-school-community partnership for the joint construction of a school democratic social space for agency transformation. In this project, the concept of agency offers us basis to investigate the development of individuals in the critical transformation process of their social realities through engaged multiliteracy. Keywords: democratic space production; agency; globalized context, critical collaboration; engaged multiliteracy.
{"title":"The production of social school democratic spaces for agency transformation","authors":"F. Liberali, Adolfo Tanzi Neto","doi":"10.4013/cld.2021.194.01","DOIUrl":"https://doi.org/10.4013/cld.2021.194.01","url":null,"abstract":"This article discusses the production of social school democratic spaces for teachers’ and students’ agency transformation in a Latin American globalized context – Brazil, through their participation in an engaged multiliteracy project (Digitmed Program/Brazil), where some social, political, economic, and cultural issues are at the basis. In this program, there are all types of social exclusion such as age, gender, class, race, hearing differences; oppressions lived by educators and students; children and teenagers who work on streets as opposed by others who have a very limited perception of the surrounding reality; students involved with drugs, both as users and as dealers, students who consider suicide as an option, and other similar dramatic circumstances. The project involves a critical-collaborative intervention research (Magalhães, 2011) with private and public (municipal and state) schools, focusing on a university-school-community partnership for the joint construction of a school democratic social space for agency transformation. In this project, the concept of agency offers us basis to investigate the development of individuals in the critical transformation process of their social realities through engaged multiliteracy. \u0000Keywords: democratic space production; agency; globalized context, critical collaboration; engaged multiliteracy.","PeriodicalId":39076,"journal":{"name":"Calidoscopio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48610331","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}
Anwar Uddin Ahmed, B. Morgan, Ruberval Franco Maciel
This paper argues that attention to affect/emotion be given greater prominence in applied linguistics following a theoretical and pedagogical framework delineated as critical affective literacy (CAL) by Anwaruddin (2016). Following a brief description of key CAL principles, the authors explore the potency of affect and emotionality of texts by way of duo/trioethnography (Norris & Sawyer, 2012, 2017), a research methodology particularly relevant for exploring affective/emotional dimensions of language in educational domains (e.g., English for Academic Purposes, Language Teacher Education, English for Medical Purposes) and as part of broader socio-political deliberation. The authors detail specific features of duoethnographic research methodology (e.g., participant transparency and juxtaposition, epistemological and ideological risk-taking) that contribute to CAL principles and aspirations. In the final sections of the paper, the authors identify several implications of their trioethnography for the development of CAL in applied linguistics followed by brief descriptions of curricular and pedagogical innovation where affect/emotion has been integral to the pedagogical and literacy strategies described. Key Words: affect; emotion; critical affective literacy; duoethnography; democratic pedagogies.
{"title":"Feeling our Way: A Trioethnography on Critical Affective Literacy for Applied Linguistics","authors":"Anwar Uddin Ahmed, B. Morgan, Ruberval Franco Maciel","doi":"10.4013/cld.2021.194.08","DOIUrl":"https://doi.org/10.4013/cld.2021.194.08","url":null,"abstract":"This paper argues that attention to affect/emotion be given greater prominence in applied linguistics following a theoretical and pedagogical framework delineated as critical affective literacy (CAL) by Anwaruddin (2016). Following a brief description of key CAL principles, the authors explore the potency of affect and emotionality of texts by way of duo/trioethnography (Norris & Sawyer, 2012, 2017), a research methodology particularly relevant for exploring affective/emotional dimensions of language in educational domains (e.g., English for Academic Purposes, Language Teacher Education, English for Medical Purposes) and as part of broader socio-political deliberation. The authors detail specific features of duoethnographic research methodology (e.g., participant transparency and juxtaposition, epistemological and ideological risk-taking) that contribute to CAL principles and aspirations. In the final sections of the paper, the authors identify several implications of their trioethnography for the development of CAL in applied linguistics followed by brief descriptions of curricular and pedagogical innovation where affect/emotion has been integral to the pedagogical and literacy strategies described. \u0000Key Words: affect; emotion; critical affective literacy; duoethnography; democratic pedagogies. ","PeriodicalId":39076,"journal":{"name":"Calidoscopio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47216455","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}
Resumo: O domínio dos gêneros discursivos se desenvolve com o próprio uso e aprendizado da língua, até porque desenvolvemos nossas habilidades linguístico-discursivas em situações de prática social, que determinam os temas de que falamos e sua configuração composicional e estilística. Desenvolvimento similar se verifica no uso dos gêneros discursivos nas redes sociais. Os jovens, em especial os nativos digitais, por terem crescido e se desenvolvido na intimidade com as tecnologias de interação, foram internalizando que, para tratar de certos temas, em determinados contextos e situações, precisam conversar, ainda que escrevam. Isso significa que, nas redes sociais, certos contextos de interação demandam gêneros que, embora de expressão escrita, são constitutivamente orais. A oralidade é assim concebida como um traço que pode ser comum a ambas as expressões, fala e escrita. Trataremos neste artigo de conceituar e caracterizar essa oralidade nas redes sociais. Discutiremos, nesse sentido, a noção de oralidade constitutiva; sustentaremos essa noção com base em fundamentos da enunciação; e a transferiremos para a caracterização das interações na internet. Por fim, mostraremos a emergência dessa oralidade no espaço discursivo do Facebook. Palavras-chave: oralidade; redes sociais; enunciação.
{"title":"A oralidade nas redes sociais: conceitos e características à luz da enunciação","authors":"José Gastón Hilgert","doi":"10.4013/cld.2021.193.10","DOIUrl":"https://doi.org/10.4013/cld.2021.193.10","url":null,"abstract":"Resumo: O domínio dos gêneros discursivos se desenvolve com o próprio uso e aprendizado da língua, até porque desenvolvemos nossas habilidades linguístico-discursivas em situações de prática social, que determinam os temas de que falamos e sua configuração composicional e estilística. Desenvolvimento similar se verifica no uso dos gêneros discursivos nas redes sociais. Os jovens, em especial os nativos digitais, por terem crescido e se desenvolvido na intimidade com as tecnologias de interação, foram internalizando que, para tratar de certos temas, em determinados contextos e situações, precisam conversar, ainda que escrevam. Isso significa que, nas redes sociais, certos contextos de interação demandam gêneros que, embora de expressão escrita, são constitutivamente orais. A oralidade é assim concebida como um traço que pode ser comum a ambas as expressões, fala e escrita. Trataremos neste artigo de conceituar e caracterizar essa oralidade nas redes sociais. Discutiremos, nesse sentido, a noção de oralidade constitutiva; sustentaremos essa noção com base em fundamentos da enunciação; e a transferiremos para a caracterização das interações na internet. Por fim, mostraremos a emergência dessa oralidade no espaço discursivo do Facebook.\u0000Palavras-chave: oralidade; redes sociais; enunciação.","PeriodicalId":39076,"journal":{"name":"Calidoscopio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45968997","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}
In service encounters between social workers and clients, professionals introduce clients to specific bureaucratic procedures required by the institution and provide assistance in handling problems related to their institutional affairs. Here, paper-based documents are treated by the participants as relevant objects containing important textual information about clients’ rights and obligations, and duly presented by professionals to clients so to inform them of relevant matters at hand. Based on a corpus of video recordings of Social Work encounters in Portugal, and taking a multimodal conversation analytical approach, this study examines how social workers present paper documents to clients and how, through talk and bodily conduct, they ensure clients’ ability to inspect and make sense of relevant information, managing practical problems concerning clients’ access to documents and knowledge of the information contained therein.
{"title":"Presenting documents to clients in Social Work encounters","authors":"David Monteiro","doi":"10.4013/cld.2021.192.05","DOIUrl":"https://doi.org/10.4013/cld.2021.192.05","url":null,"abstract":"In service encounters between social workers and clients, professionals introduce clients to specific bureaucratic procedures required by the institution and provide assistance in handling problems related to their institutional affairs. Here, paper-based documents are treated by the participants as relevant objects containing important textual information about clients’ rights and obligations, and duly presented by professionals to clients so to inform them of relevant matters at hand. Based on a corpus of video recordings of Social Work encounters in Portugal, and taking a multimodal conversation analytical approach, this study examines how social workers present paper documents to clients and how, through talk and bodily conduct, they ensure clients’ ability to inspect and make sense of relevant information, managing practical problems concerning clients’ access to documents and knowledge of the information contained therein.","PeriodicalId":39076,"journal":{"name":"Calidoscopio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48265686","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":"Introduction: Conversation Analysis in Brazil and talk-in-interaction in Portuguese","authors":"Ana Cristina Ostermann, P. M. Garcez","doi":"10.4013/CLD.2021.192.00","DOIUrl":"https://doi.org/10.4013/CLD.2021.192.00","url":null,"abstract":"","PeriodicalId":39076,"journal":{"name":"Calidoscopio","volume":"16 1","pages":"143-151"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74725289","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}
Adopting the perspective of multimodal conversation analysis, the paper shows the methodic organization of an action, making suggestions, achieved by sellers in response to customers’ requests for recommendations in shop encounters, and involving the showing and listing of available products. This focus on a specific sequential environment and institutional ecology, enables an exemplary discussion of how this action is multimodally formatted, embedded in its context, and shaped in relation to objects as discursive referents as well as materialities to be pointed at, looked at, touched and sensed in multiple ways. More generally, this focus enables to address two sets of issues: on the one hand, it elucidates the nexus between action, institutionality and materiality, including the role of multisensoriality in engaging with the qualities of buyable objects. On the other hand, it addresses the nexus between action and referential practices for introducing and presenting new referents, within an interactional perspective locating these grammatical practices and their systematic features within their praxeological context. On the basis of video data recorded in a gourmet shop in Lisbon, Portugal, this double focus targets issues of sensoriality and socialization in food culture, as well as issues of grammar in interaction, casting some light on situated uses of the verb ter for introducing new referents. Keywords: Social Interaction; Shop Encounters; Multimodality and Multisensoriality.
{"title":"\"Te:mos o serra cura::do, temos o ni:sa, temos o serpa do:p.\" Suggesting products to buy, shaping materiality and multisensoriality in shop encounters","authors":"L. Mondada","doi":"10.4013/cld.2021.192.08","DOIUrl":"https://doi.org/10.4013/cld.2021.192.08","url":null,"abstract":"Adopting the perspective of multimodal conversation analysis, the paper shows the methodic organization of an action, making suggestions, achieved by sellers in response to customers’ requests for recommendations in shop encounters, and involving the showing and listing of available products. This focus on a specific sequential environment and institutional ecology, enables an exemplary discussion of how this action is multimodally formatted, embedded in its context, and shaped in relation to objects as discursive referents as well as materialities to be pointed at, looked at, touched and sensed in multiple ways. More generally, this focus enables to address two sets of issues: on the one hand, it elucidates the nexus between action, institutionality and materiality, including the role of multisensoriality in engaging with the qualities of buyable objects. On the other hand, it addresses the nexus between action and referential practices for introducing and presenting new referents, within an interactional perspective locating these grammatical practices and their systematic features within their praxeological context. On the basis of video data recorded in a gourmet shop in Lisbon, Portugal, this double focus targets issues of sensoriality and socialization in food culture, as well as issues of grammar in interaction, casting some light on situated uses of the verb ter for introducing new referents.\u0000 \u0000 Keywords: Social Interaction; Shop Encounters; Multimodality and Multisensoriality.","PeriodicalId":39076,"journal":{"name":"Calidoscopio","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45738934","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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