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En aquest article s’investiguen els discursos sobre la llengua basca a Espanya i es para atenció a les postures que deslegitimen aquesta llengua. S’hi identifiquen els patrons discursius més destacats per comprendre millor els mecanismes argumentatius en contra d’augmentar la promoció del basc. L’anàlisi parteix d’una base empírica: una mostra de comentaris de debats en línia, en webs de notícies on s’informa de legislació recent relativa a l’ús del basc a l’Administració local i de la posició del basc en l’ensenyament dins la comunitat autònoma durant la pandèmia de la COVID-19. A partir dels conceptes de deslegitimació i construcció de llenguatge, l’article mostra com el rebuig a millorar els drets lingüístics dels parlants de la llengua minoritzada va lligat a la coconstrucció del basc i el castellà: la política lingüística autonòmica es presenta com la imposició d’una llengua suposadament irrellevant davant la llengua nacional indiscutible, com a part d’una presumpta agenda nacionalista que serveix els interessos d’una elit que se n’aprofita.

Recensione di Eduardo Kohn, Come pensano le foreste, traduzione di Alessandro Lucera, Alessandro Palmieri, prefazione di Emanuele Coccia, Milano, Nottetempo, 2021, pp. 439.

Learning vocabulary entails the development of several aspects of lexical knowledge. Concretely, Nation (2001) proposed nine aspects of particular relevance. This study aims at analyzing their treatment in four L2 Spanish textbooks. Seven vocabulary themes that were present in all textbooks, were selected for analysis since certain aspects of lexical knowledge are more likely to appear in specific themes. For example, greetings would promote the introduction of constraints of use since Spanish greetings depend on the formality of the situation and the relationship between interlocutors; whereas introducing the parts of a house would not implicate contextual constraints. Results show that textbook activities mainly focus on the form-meaning aspect of vocabulary knowledge, while all other aspects play little to no role in vocabulary learning activities. This situation is overall consistent across themes, indicating that even when a particular theme could foster a specific aspect of lexical knowledge, this was not fully exploited in any of the textbooks. Additionally, the presentation of vocabulary in communicative contexts seems to promote the practice of several vocabulary knowledge aspects, whereas words presented in decontextualized semantic clusters tend to be practiced exclusively in terms of the form-meaning link.

Karantena je kot spopad z epidemijo prinesla transformacijo prostorsko-časovne dimenzije vsakdanjega življenja. Porušila se je fizična in družbena diferenciacija prostorov v vsakdanjem življenju (delo, počitek, zabava, zasebno, javno, ospredje, ozadje ...). Obenem so bili ukinjeni običajni interakcijski rituali, ko je digitalno komuniciranje potisnilo ob stran telesni vidik družbenosti in utelešeno interakcijo med ljudmi. Življenje v karanteni se tako prevladujoče dogaja v sintetičnih situacijah. Avtorji analizirajo medijske prakse »komunikativne figuracije« skupine študentov – sošolcev, pri čemer se osredotočajo na spremembo komunikacijskih praks v obdobju najstrožnjih omejitev v času epidemije v kontekstu intenzivne mediatizacije. Ugotavljajo, da je permanentna raba medijev okrepila integracije tehnologije in praks občinstvenja v vsakdanje življenje, naturalizacijo digitalne družbenosti in fragmentacijo pozornosti. To je spletna predavanja na platformi Zoom spremenilo v eno od številnih enakovrednih medijskih praks. Predavanja so tako zaradi tesne integracije v siceršnjo medijsko pro-trošnjo izgubila svojo ritualno distinktivnost in lokacijo zunaj komodificirane digitalne kulture.

Vocabulary acquisition through reading has been repeatedly studied in second language learning research and several recent studies conclude that incidental learning through reading needs to be complemented with intentional learning activities that target specific words. These learning opportunities are potentially present in graded readers (i.e., books adapted to the proficiency level of the learners). Seeking to contribute to this growing area of scholarship, this study analyzes the activities in 10 elementary Spanish graded readers. The framework used to measure the activities' quality is Nation and Webb's (2011) Technique Feature Analysis (TFA). Results show that graded readers include only a low number of activities explicitly focused on vocabulary. In addition, TFA scores were extremely low for most of the activities. Overall, the study indicates the necessity of increasing the quantity and quality of vocabulary activities in these books.

Book review of Maria Gabriella Da Re, ed, Dialoghi con la natura in Sardegna: Per un antropologia delle pratiche e dei saperi, Firenze, Olschki, 2015, pp. 350.

L’article proposé s’intéresse aux procédés narratifs mis en place dans Westworld (HBO, 2016-en production), en avançant que cette série interroge notre rapport à la fiction contemporaine et aux cultures de l’imaginaire. Je montrerai que cette œuvre propose une expérience de « méta-storytelling » en donnant corps à l’activité que Henry Jenkins nomme le world-making, tout en offrant une métaphore de la théorie littéraire des mondes possibles. Dans le même temps, Westworld met en scène un processus d’immersion fictionnelle et ludique au carrefour de plusieurs pratiques médiaculturelles : lecture, visionnage audiovisuel, jeu de rôles, jeu vidéo. Ce faisant, la série émet l’hypothèse que le plaisir d’une telle immersion ne réside pas dans la possibilité de « fuir le monde réel » mais, à l’inverse, de se « trouver soi-même » au cœur d’un simulacre.

V prispevku preučujem uprizoritev oziroma ugledališčenje dveh Pahorjevih romanov – Spopad s pomladjo (1958) in Nekropola (1967). Zanima me razmerje med romanesknim literarnim besedilom, dramsko literarno predlogo, ki je nastala po njem, in uprizoritvijo. Nekropola je roman, v katerem je Boris Pahor najbolj celostno ubesedil taboriščno izkušnjo, ki jo je fragmentarno tematiziral že v zbirki črtic Moj tržaški naslov (1948), prvič pa je o njej obširneje pisal v romanu Onkraj pekla so ljudje (1958). Pahorjeva romana Spopad s pomladjo (Onkraj pekla so ljudje) in Nekropola spadata v skupino pričevanjskih literarnih besedil o holokavstu, ki se distancirajo od »čistih« zgodovinskih besedil in poudarjajo subjekt izrekanja. Pahor prevprašuje človekovo zmožnost spominjanja in ubeseditve taboriščne izkušnje; edino filmska kamera bi lahko verodostojno posnela taboriščne sekvence, vendar – kot zapiše pisatelj – je bolje, da takega filma ne bi bilo. Kako globoko in prepričljivo je bil spomine zmožen prikazati gledališki jezik, pa je osrednje raziskovalno vprašanje mojega prispevka.

A depiction of the Venetian environment and of its transformations, through the voices of Venetian protagonists, analyzed by the anthropological point of view: environment activists, people of the civil society, writers, movie directors, industrials, administrators, urban planners. It is here told the discomfort of the environmental decay, but also the reflection arisen from this context; the texts that tell it; some practices of compensation in the landscape loss (Lilliput gardens, night guardians); new concepts adopted in reading the region (from third Venetian to third landscape). The article ends telling the actions of the “frog groups”, safeguarding animals from slaughters in the roads, to testify a still open conflict around those crucial and sacrificial spots of the landscape, that are the roads.

The paper concerns the project, promoted by Metropolitan city and Polytechnic university of Milan, of returning to public use Torre delle Sirene – seat of the Milan air-raid alert control unit – and Bunker della Prefettura. Two buildings connected to each other and very significant as memories of the Second World War and, most of all, of the ordinary life of civilian people under siege, a condition still regarding so many people around the world at present. Both the buildings have been neglected and deteriorated since a few years, but they still preserve traces of the past use. The reopening project is difficult due both to the typological and location characters of the buildings and to the lack of available financial resources. The objective of the project is to transform the former central point of the air-raid defence system into the epicentre of a new collective alert system on the topic of war, operating through memories of the past. Moreover, this could become the centre of a wider and widespread heritage system of local air-raid shelters: a network of material and immaterial goods organized by the common logic of enhancing memory, in order to strengthen the culture of peace and realize in the city a cultural itinerary based on historical values.

The article analyses the special relationship with the world of plants developed by anthroposophy from the framework of a new perspective called the “plant turn” (Myers 2015). Anthroposophy (AS) is analysed as a peculiar form of Analogism (Descola 2005), historically derived from the philosophy of Rudolf Steiner and subsequently evolved into contemporary AS practices that the author encountered during her fieldwork in a community of North-Eastern Italy. Both Steiner’s texts and the analysis of contemporary practices of AS reveal a relationship with the world of plants that the author reads in light of Ingold’s categories of “interweaving” of the world, the interpenetration of elements, and their ceaseless becoming (Ingold 2011). The result is a representation of the vegetal world involving the whole cosmos, humans and non-humans, terrestrial and celestial, in a cosmic expansion of the relations between beings typical of Analogisms. The practices referring to the vegetal world enacted by anthroposophists are intense, engaging, dialogue-based and provocative in their ability to uproot many elements of naturalism and deal with a contemporary world characterised by ecological crisis.

Este artigo tem como objetivo apresentar as perceções dos estudantes timorenses sobre a implementação da Restruturação Curricular do Ensino Secundário Geral (RCESG) em Timor Leste, bem como identificar e discutir o seu impacte nas conceções de aprendizagem e hábitos de estudo dos estudantes. Apresenta-se um breve quadro teórico que sustenta a importância do contexto educativo e das reformas curriculares para a melhoria da aprendizagem dos alunos, procurando enquadrar o projeto “Avaliação do impacte da Reestruturação Curricular do Ensino Secundário em Timor-Leste: Um estudo no âmbito da cooperação internacional” (2013-2015) e dar conta de algumas dinâmicas ocorridas durante o desenvolvimento do mesmo. Para cumprir o objetivo deste artigo foi realizada a análise de dados recolhidos durante o desenvolvimento do projeto, nomeadamente de dois questionários aplicados a estudantes timorenses em ocasiões diversas e com diferentes objetivos. No geral, os estudantes estão cientes das mudanças que estão a ser implementadas, consideram que a implementação do novo currículo levou os professores a diversificar e a utilizar mais frequentemente os recursos educativos, a desenvolver aulas mais interessantes e diversificadas, bem como a alterar os modos de avaliação. O significado que a maior parte dos alunos atribui à aprendizagem parece ser influenciado pelas práticas que os professores preconizam, e os seus hábitos de estudo estão dependentes de vários aspetos, tais como do acesso a materiais didáticos e curriculares, e das condições existentes na escola e em casa.

Nesta comunicação, serão apresentadas algumas aplicações do GeoGebra com o intuito de visualizar objetos tri e tetra dimensionais, promovendo a compreensão de conceitos e propriedades a eles inerentes. Referir-se-á, de um modo breve, algumas das primeiras experiências da utilização do GeoGebra para a construção de referenciais tridimensionais, na exploração de noções espaciais e na representação de objetos fractais. Será reportada uma primeira experiência de utilização das capacidades 3D do GeoGebra numa turma do 10º ano do Ensino Secundário, seguindo-se uma amostra das novas potencialidades da versão do GeoGebra 4.9 tais como: manipulação de objetos dum plano no espaço e representação de funções vetoriais reais uni ou bidimensionais de duas variáveis reais recorrendo a domínios coloridos no caso tetra-dimensional.

O presente número da Revista Indagatio Didática integra 11 artigos, o primeiro dos quais de Markus Hohenwarter (Universidade Johannes Kepler, Linz, Austria) que, a partir de incursões ao passado e refletindo o presente, perspetiva o futuro do GeoGebra.

In der Enzyklopädie der slowenischen Sprache (Toporišič 1992: 159) wird die Dependenzgrammatik unter besonderem Stichwort erklärt, in dem diese Grammatik zuerst als "eine Grammatik, die vor allem die Dependenzrelationen im Satz untersucht", definiert wird. Dann werden laut Lucien Tesnière im Satz Reza poje drei Elemente dargestellt: Reza, poje + die Verbindung dazwischen und dann werden drei Stufen des Graphs mit dem Verb als "dem Element, das die Ganzheit zusammenhält" erklärt; außerdem wird gesagt, daß die Koordination gemäß dieser Theorie durch die entsprechende Konjunktion ausgedrückt wird (aus dem graphischen Schema ist ersichtlich, daß dabei die Satzteilkoordination gemeint ist: pojeta -Tine -in -Tone. Im Kommentar wird hinzugefügt, daß auch "unsere" (= moderne slowenische) Satzanalyse so aussieht, d. i. sie fängt mit dem Prädikat an, dann fragt man nach folgenden drei Hauptsatzteilen (Subjekt, Objekt, adverbiellen Prädikatbestimmungen), dann nach Attributen und deren Bestimmungen. Es wird die Methode des Unterstreichens von Satzteilen dargestellt, außerdem wird auf mehrere Arten der Dependenzgrammatik und auf verschiedene graphische Bezeichnungen der sprachlichen Erscheinungen aufgrund dieser Methode hingewiesen. -Im demselben Werk werden unter dem Stichwort translativ (Toporišič 1992: 331) zwei Bedeutungen gezeigt, von denen die erste auf einen entfernten Zusammenhang mit der Theorie von Tesnière hinweist, obwohl diese nicht erwähnt ist, lediglich bei der Definition selbst, nicht aber bei den Beispielen; translativ ist nach dieser Enzyklopädie "was aus einem Zustand in den anderen übertragen wird". Aber aus den Beispielen kann man sehen, das geht es um die Translation und nicht um Translativ als Instrument dieser Translation.