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In this paper, we present a proposal for articulating the sociodiscursive interactionism (SDI) analysis framework (BRONCKART, 1999/2009, 2006, 2008, 2013) with the inclusion of aspects discussed in the analysis of the conversation (MARCUSCHI 2001, 2003, KOCH 2007, 2012) And in the analysis of non-linguistic aspects (SCHNEUWLY and DOLZ, 2004/2013; OIDA, 2001; KANAPP, 1999), in order to proceed to the studying and teaching of oral genres. For this, we'll present the analysis of the data generated in a teaching and learning situation of the oral communication genre in scientific events in the Education field, produced during a mini-course at a postgraduate program stricto sensu in Education. This study reinforces that in order to develop an academic literacy, one must seek to rethink the theoretical contributions and also seek articulation with others in order to achieve a better understanding of the genres to present them to the students. The SDI already has a important role in writing for the studies with the literacy, it can also, with this proposal of articulation, strongly contribute to the academic literacy, especially of the oral genres. [ABSTRACT FROM AUTHOR]

In order to unify the two official orthographies for Portuguese (one adopted by Brazil and the other by the other Portuguese-speaking countries), an orthographic agreement has been signed by the states of the Community of Portuguese-Speaking Countries (CPSC). After outlining the history of Portuguese orthography and discussing the reasons for this split, this paper argues against the main criticisms directed towards the agreement, both in Brazil and in Portugal. This paper shows that the agreement is not exactly linguistic, but instead political; therefore it must be analyzed and evaluated politically. Such an analysis shows that the agreement is intended to demonstrate the essential unity of the CPSC. [ABSTRACT FROM AUTHOR]

In this paper we presented a qualitative analysis of institutional conversations performed during two classes of Portuguese as a second language, basing on Etnometodological Conversation Analysis. We tried to describe the acts of two teachers which employ different strategies to correct mistakes made by students without breaking topic flow, trying to verify how this interfere in interaction dynamics. We observed that, regardless the strategy employed by teacher in order to correct students mistakes, remains the asymmetry between teacher and students. [ABSTRACT FROM AUTHOR]