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VoTec (Vocabulário Técnico Online) is a web environment for terminographic management created by Fromm (2007) with the aim of training undergraduate and graduate students for terminographic and translation practices. Since 2007, it has been used in several research and projects aimed at researchers training and monolingual and bilingual reference works production. This paper aims to present an overview of the projects and research carried out through VoTec between 2007 and 2023, as well as of the updates made on its database and query page. To do so, we describe its initial version (Fromm, 2007), the Terminology in Fiction (Fromm, 2011a) and the Linguistics Vocabulary (Fromm & Yamamoto, 2013) projects, as well as the following terminographic works/proposals: Vocabulary of Historical Linguistics (Yamamoto, 2015), Vocabulary of Business and Events Tourism (Carvalho, 2015), Vocabulary of Theology (Cardoso, 2017), Bilingual Vocabulary of Linguistics (Yamamoto, 2020), Vocabulary of Digital Marketing (Mateus, 2022) and Vocabulary of Angiology and Vascular Surgery (Santos, 2023). This panorama highlights: (i) VoTec's productivity for research and projects in the scope of Terminology, Translation, monolingual, bilingual and multilingual Terminography and Pedagogical Terminography; (ii) its continuous updates allow VoTec to follow latest trends and technologies on online reference works, becoming increasingly robust and multimodal, as well as to approach the needs of current users of online reference works; (iii) due to the possibilities of customizing fields and functionalities, VoTec easily adapts to different types of research and is capable of generating terminographic products with different purposes and target audiences.

ABSTRACT Sedentary behaviour is a global concern over the past decade and still an alarming issue at present. Among the concerns of being sedentary was gadget use among children as well as physical activity involvement. Several researches explore the factors link to inactive lifestyle. However, theory generation particularly on gadget use and physical activity involvement process among children were limited. Thus, this paper aims to build theory on gadget use and physical activity involvement among children. This study explores children experiences on too much gadget use and physical activity involvement through qualitative approach using grounded theory lens. Participants of the study were 11 to 13 years old school student and selected parents from Philippines. Data were gathered through face-to-face semi - structured in depth interview. Computer assisted qualitative data analysis (CAQDAS) was implemented in this study. Specifically, ATLAS ti. 22 software was used in data management and analysis which was guided by constructivist grounded theory by Charmaz. Theory was generated in this study after coding process i.e. initial coding, focused coding and theory building. Rigorous analysis of data in this study generated a theory and presented in form of process. The children’s involvement process theory to gadget use and physical activity was explained in the following phases; being influence, being happy, accepting the situation, giving conditional task, physical activity: being last on the list. The findings indicate the reason why children spend too much time on gadget as they interpret it as happy place and less time for physical activity as they consider it as last in engagement priority. Results of this paper contribute understanding on how middle school students interpret their experiences regarding excessive gadget use and physical inactivity. Awareness on how children view gadget use and physical activity involvement provides parents, health experts and other related professionals a basis for creating a plan or strategy to promote a balance gadget use and physical activity involvement for children.

In this paper, we explore contradictions in the uneven movements of engaging video games in learning, and the affective deployment of play as a strategic mechanism to guarantee institutional and civic compliance. To that purpose, we are tracing the links between positivist, evaluative paradigms in Digital Game-Based Learning (DGBL) scholarship, arguing that a linear assessment of knowledge transmission does not adequately engage the complexity of virtual worlds and the learning processes they mobilize. As a response, we propose a cyber-ludic pedagogical framework that embeds gamers’ knowledge-production practices and performances in the wider social context they occupy, acknowledging their hybridity as digital and physical experiences. We apply this framework to a case-study reading of a vlog entry performed as a humorous guide to social distancing at the onset of the COVID-19 pandemic. Our reading recognizes the operationalization of knowledge communication modes as tropes while emphasizing discrete projects of brand awareness, identity formation, and claims to digital space. Our analysis of the vlog performance of what we term ‘technodeviance’ serves to de-exoticize the deviant in educational research; problematize the assumption of one-way knowledge transmission and representation; and center the pedagogical value of game and play data that is found in popular culture texts and in user-generated content.

Nowadays, it is commonly recognized that educational researchers are challenged to address the cumulatively interwoven pathways where critical theories must become complementary and responsive to developing complex research design (e.g., Critical Race Theory). Postcolonial theories, in this sense, have longed enriched a criticality committed to the deconstruction of Western ways of knowing by interrogating and dislocating mainstream notions of science, modernity, and identity. Still, it seems necessary to engage in a discussion about how it would be possible to carry out research with a post-colonial perspective on current identity formation scenarios strongly marked by new pathways of social mobility in the Global South. This paper focuses on two contributions to postcolonial thought: 1) multiplicity, 2) and concrete study analysis. In it, the authors seek to share their experience designing a complementary qualitative framework underpinned by these terms that serve to translate and contextualize the model of Community Cultural Wealth (Yosso, 2005) as applied to developing global education research about immigrant students and their emerging educational pathways in relatively new pathways of social mobility in South America. By drawing on lessons learned from the ongoing research built on the testimonios of Latin American students and their mothers in the northern region of Chile, the authors share analytical strategies that deploy post-colonial perspectives to complement the content and narrative analysis normally deployed in ethnographic educational methods. Finally, this paper contributes to the ongoing discussion about fractures, expansions, and openings within post-critical educational investigations regarding methodological aspects; postcolonial thought contributes to the reinvention of new ways of thinking about cultural diversity in education.

Star Wars is a science fiction saga that for over thirty years has captivated fans and viewers all over the world. The saga reproduces the desires of the current society, decade by decade, and also produces new forms of representation regarding female characters. Although we know names like Princess Leia and Padmé, both had their narratives crossed by negative stereotypes about female representations. As it is a science fiction genre, we still notice a mostly male presence, despite new appearances of heroines. However, it was with the release of The force awakens (Foster, 2015), that the franchise reignited the engagement and interest of the public, besides attracting the eyes of a new generation. In this way, more female characters were cast for the new trilogy, such as the new protagonist being a woman. In the same year, a literary adaptation was launched in the publishing market, bringing the story to the field of letters and providing new dialogues between the characters. Accordingly, this paper aims to conduct an analytical study on the construction of the character Rey in the literary version of the story, under the light of feminist criticism. For our methodology, we conducted bibliographical research, using authors such as Murdock (2013), Kuhn (1994), and Mulvey (1983). As a result, we understand that it is important to perceive negative stereotypes reproduced in female characters in science fiction narratives, which are also related to women and their representations in literature.

Versus is a preposition that in Latin meant 'towards', but already in the fifteenth century it acquired in the English legal language the value of 'against', and with this meaning it is frequently used in today's Spanish. This is what this is really about, to elucidate whether special education should be oriented “towards” inclusive education; or if both models should face each other, or if, on the contrary, special education and inclusive education are models that must converge and be integrated into a school that accepts as a paradigm any educational need’s type. The goal of this call for papers is to develop a space for reflect on these two school models that, in recent times, have come to foster a debate on whether one should should take priority over the other. Special education refers to a set of scientific knowledge and educational, psychological, social and medical interventions focuses on optimizing the possibilities of exceptional subjects. European countries are adapting special education in accordance with the principles of normalization, integration and inclusion, and with the conception of education as a service provided to citizens. The concept of Special Educational Needs´concept focuses on the student's issues, not starting from their limitations, but focusing on the provision of means to achieve equal capacities for all. The World Declaration on Education for All (Jomtien, Jomtien, 1990) is the basis for inclusive education and it goes from the concept of normalization of differences in ordinary schools to the concept of inclusive school, which accepts all students as basically different regardless of their personal and social circumstances. The World Conference on Special Needs Education (Unesco, 1994) held in Salamanca, Spain, represents the beginning of an Inclusive Education Movement, with one of the principles with special educational needs people., they should have access to ordinary schools and be integrated through a child-centered pedagogy capable of meeting those needs. The real challenge of inclusive education involves a work that starts from the recognition of human diversity, the uniqueness of each individual and their belonging to a culture. The Inclusive School is an ethical and social requirement where the learning of all students is guaranteed, with special emphasis on those who are excluded, marginalized or at risk of being so, through the implementation of a set of actions aimed at minimizing barriers to student learning and participation.

ABSTRACT Objective: Review the studies that investigated coping in soccer. Methods: A systemic search was carried out in the following databases: Pubmed, Web of Science, Scielo, Scopus, PsychINFO and SPORTDiscus. The descriptors related to the terms (Coping skills, Sport and Football) were verified in the MeSH (Medical Subject Headings) database. The inclusion criteria used were: Empirical studies published in journals peer-reviewed scientific papers; b) Studies published from December 2014 to December 2019; c) with at least one quantitative measure; d) Studies with samples of soccer athletes; and e) Articles with specific reference to the topic 'Coping skills'. Results: The results showed that coping skills interact with important variables for good performance in elite soccer, such as competitive level, sports talent, psychopathologies, age group and sex. More specifically, it was noted that the development of some coping strategies, such as facing adversity, trust/motivation and performance under pressure, are potentially common to these variables. Conclusion: It is concluded that the development of some coping strategies is fundamental to the elite athlete, since it is positively associated with the optimal development of most of the variables analyzed in the synthesized studies.

ABSTRACT The present theoretical paper aimed to present pedagogical principles of constructivist-oriented teaching practices in team sports (TS). Specifically, the research sought to situate constructivism as a conceptual perspective to guide the teaching and learning in TS, presenting three general principles and fourteen adjacent principles, their definitions, and possible practical applications. General principles include: (1) facilitating the active construction of knowledge; (2) facilitating meaningful learning (personal relevance); and (3) facilitating social participation (cooperation). The pedagogical principles presented here constitute a matrix to guide empirical research on the teaching of TS in the context of professional training and practice in Physical Education and may aid in the TS's planning and intervention.

ABSTRACT This paper reports on a study that investigated the experiences of 25 physical education (PE) teachers from public and private schools in Angeles City, Philippines, during the COVID-19 pandemic. The study found that many PE teachers encountered various challenges and were hesitant and unconfident about teaching PE during the pandemic. Additionally, many PE teachers were given non-teaching assignments and responsibilities, which added to their workload. The study highlights the importance of equipping teachers with the necessary skills and knowledge to adapt to the new teaching and learning modalities during the pandemic and providing support for PE teachers during this challenging time. The paper concludes by suggesting that future research could investigate the specific strategies and approaches that have been most effective in helping PE teachers overcome the challenges they face in teaching during the pandemic and the long-term effects of the pandemic on the teaching and learning of physical education.

This study aimed at investigating the types of writing tasks produced by Saudi EFL learners. It also aimed at exploring the writing challenges encountered by those students. The sample of this study consists of (261) students enrolled in ENG (011). The students were randomly chosen from three different colleges: college of business, college of medicine, and college of engineering. The researcher used a questionnaire with (13) items asking about the challenges faced by the students during writing tasks. The results of this study revealed that the most frequently writing tasks produced by the students were essays for exams, synthesis, and reflection papers. The results also revealed that ‘organizing paragraphs’, ‘using proper connections and transitions’, and ‘inability to keep writing flow’ were the most frequent challenges of writing tasks reported by the students. The present study provided some recommendations and pedagogical implications for policymakers and curriculum designers to take action in an attempt to avoid or lessen these challenges.

Enxergado freqüentemente com lentes de aumento, o “Estado Novo” – a julgar por muitos analistas – parece ter sido bem-sucedido na tentativa de moldar a sociedade brasileira à sua imagem e semelhança. Indo na contracorrente dessas análises, este texto envereda pelo mundo da canção popular produzida nessa época e busca captar vozes destoantes das falas oficiais, em especial no campo das relações de gênero. Abstract: Frequently viewed through increasing lens, the so-called “Estado Novo” – based on its many commentators – seems to have succeeded in its attempt at giving its own shape to the Brazilian society. Contrary to this view, this paper follows the way of the popular music written in Brazil at the time and searches to pick up voices inconsistent with the official ones, especially in the gender relationships domain. Key words: popular music; gender relations; “Estado Novo” dictatorship.

RESUMO A mudança de paradigma da saúde pública para a saúde coletiva possibilitou o desenvolvimento de um modelo interdisciplinar. A psicologia se inseriu acompanhando esse processo a partir da elaboração de novas teorias e técnicas psicoterapêuticas. Em função disso, o presente trabalho tem como objetivo apresentar a Psicologia Sanitária, do psicólogo Enrique Saforcada, como uma área da psicologia da saúde e descrever dois modelos de saúde inspirados nela. O primeiro modelo é denominado de Flexibilidade Psicoterapêutica Sanitária que demonstra o perfil de atuação do psicólogo sanitarista. O segundo descreve a dinâmica de funcionamento da saúde coletiva em relação ao Sistema Único de Saúde (SUS) e às áreas profissionais envolvidas. Como conclusão, a Psicologia Sanitária é uma área que ilustra o envolvimento mútuo entre psicologia e saúde coletiva. Os modelos propostos podem descrever o perfil do psicólogo atuante no novo paradigma da saúde e o funcionamento dinâmico e complexo do SUS. ABSTRACT The paradigm shift from public health to collective health made the development of an interdisciplinary model. The psychology inserts itself following this process from the elaboration of new theories and psychotherapeutic techniques. Therefore, the present paper has as its aim to present sanitary psychology, in the psychologist Enrique Sacorcada’s point of view, and to describe two models of health inspired in it. The first model is named sanitary psychotherapeutic flexibility which demonstrates the acting profile of the sanitarist psychologist. The second one describes the dynamics of health operation related to Unified Health System (SUS) and the involved professional areas. In conclusion, Sanitary Psychology is an area which illustrates mutual involvement between psychology and collective health; the models can describe the psychologist profile in the new paradigm of health and SUS’s dynamic and complex operation. Key words: Health Psychology; Complexity Paradigm; Health Psychologist.

The present study shows an understanding of the perceptions of the pesticide theme by graduates of the Nature Science course of the Intercultural Indigenous Faculty of a public university, without directly addressing environmental issues and the health of farmers and their families: intoxication, cancer, depression, among other diseases. The data were collected from course completion papers produced by graduate students from the Nature Sciences course as a partial result of the doctoral thesis in the Postgraduate Course in Science Teaching of the Federal University of Mato Grosso do Sul (UFMS). To clarify the results, the methodology of Discursive Textual Analysis (DTA) was used, and it was possible to observe that the farmer's low level of education interferes both in the perception of the risks and in the use of pesticides. Furthermore, they do not use individual protection equipment (PPEs) and, consequently, apply pesticides on a large scale, without knowledge of the toxicity level, contributing to the monoculture practices within the agribusiness activities. This result contributed to rethinking the initial training of teachers of rural schools, supported by Paulo Freire's theory, as a way to raise awareness and critical reflection on the risks of exposure to pesticides in order to promote sustainable agroecological practices and strengthen the debate on Education of in/the the Field. [ABSTRACT FROM AUTHOR]

Copyright of Acta Scientiarium: Education is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper analyzes the constitution of being a teacher in the context of the Covid-19, aiming to: i. characterize the elements present in the process of reframing the teaching professional identity in the context of a pandemic; ii. identify the challenges experienced in professional practice as a teacher in remote education. It is about a descriptive-analytical study of an exploratory nature, related to a more extensive research-intervention, considering the pandemia first year. Focuses on the experience of eight non-remote experienced schoolteachers who act as mentors at referred investigation-intervention. The data comprised written narratives recorded in reflective diaries, virtual activities and, reports by WhatsApp. As a complement, we will consider the deposits of experienced professors registered in virtual synchronous online meetings. It was possible to identify/understand: i. signs of anguish and helplessness when facing the professional effects caused by the pandemic, ii. sense of emptying one's professional identity and iii. challenges in projecting teaching in remote education. It was observed that is this new scenario caused by the pandemic, teachers are going through processes similar to those of beginners who accompany in mentoring, experiencing tensions such as: fear and uncertainty about the future (including the return of regular classroom activities), anxiety, anguish, feeling of incapacity, doubts about the reorganization of school activities (remotely), difficulties in dialogue with the students' family members, concern about children and their families, lack of information and dialogue in schools and education networks, revolt at government actions, among others. It was also observed that new meanings are being attributed to the process of becoming a teacher. The imbalance in the constitution of professional identity was noticed as one of the first effects of the pandemic. Such an imbalance gave way to the empowerment of the teaching identity itself, also causing an expansion of the repertoire of professional knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Acta Scientiarium: Education is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Scientiarium: Education is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teaching, understood as a complex action, mobilizes specific and complementary knowledge. University teaching has shown itself to be dynamic, in the sense that be molded to contemporary context. Nowadays, Higher Education is impacted by competition, productivity and efficiency. The ways of being a teacher, of teaching, of understanding teacher education and the influences of the socioeconomic context form and reveal teaching concepts. Based on these assumptions, in this paper we aim to analyze the teaching conceptions of bachelor teachers beginning their careers. This qualitative and empirical research adopted the interview for data collection with seven bachelor professors, beginners in their careers and working in the agrarian area and in community universities in the western mesoregion of Santa Catarina. The results, built through content analysis, showed that the teaching conceptions are formed by the convergence of the teaching practice bases, training/self-training, the teaching activities carried out, the Agricultural Sciences area and the community universities, as well as the context of performance of these teachers - convergence that also expresses the complexity of teaching in Higher Education. We also found that the socioeconomic context makes higher education institutions and their teachers increasingly involved in market logics. [ABSTRACT FROM AUTHOR]

Copyright of Acta Scientiarum: Language & Culture is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this paper is to problematize how the etymology of a word can determine the way we socially interpret it. Particularly, we are interested in discussing how the word 'mother' was and is built in the contemporaneity, and in what ways the experiences of motherhood that displace from the patriarchal standard can broaden the meaning of the term. For this purpose, we traced a path of the historical-etymological revision of the word, while endorsing that words are social constructs. Besides, we present a brief analysis of Mama: um relato de maternidade homoafetiva (Tiboni, 2019) with the intent of problematizing the limited use of the term. In the book, that intends to be a report, but has elements of fiction, the arrival of twins becomes the place where it is possible to revisit the amplitude of what it is to be a 'mother'. In a moving way, the author invites us to revisit the question: 'who is the mother of those children?' [ABSTRACT FROM AUTHOR]

This paper aims to conduct a thematic and comparative analysis after the concepts of landscape, space, place and memory in six texts by Vitorino Nemésio and Cecília Meireles in which the Atlantic islands of the Azores archipelago are represented. In these texts, the landscape is a manifestation of the authors'ontological topography, resulting in a subjective construction process that re-signifies the places of the islands. In common, these texts have the themes of the islanders' life simplicity, isolation and poverty. If these traits bring them close, others separate them. In Nemésio, the islands are transfigured into a tourist landscape and migration space, reflecting the substance and the constraints of Azoreanness. In contrast, in Cecília, the island is a place in the frontier of the real and the imaginary, constructed by the poet's fantasy, emotional geography and childhood memories. In Nemésio, the texts manifest images of individual and collective memory, whereas, in Cecília, the work of memory facilitates an escape from reality and a journey to the realisation of the lost paradise myth: the Island of Nanja. [ABSTRACT FROM AUTHOR]

This paper aims at investigating the effects of two hypermodal environments on EFL/ESL vocabulary teaching and learning: Desktop Hypermedia and Augmented Reality. This work is grounded on theoretical studies that deal with hypermodality in vocabulary learning, with the importance of immersive environments, particularly Augmented Reality, and the relationship between them (Souza, 2004; Saito, 2015; Procópio, 2016; Johnson-Glenberg, 2018; Parmaxi & Demetriou, 2020; Ansarin & Khabbazi, 2021). The experiment was applied to 30 students, divided into a control group and an experimental group. For analysis purposes, the results were obtained using vocabulary tests, namely, pre-test, immediate post-test, and delayed post-test, which aimed to assess the short- and long-term lexical knowledge. The results revealed that both groups benefited from the environments they were exposed to. However, the learning gain of the experimental group exposed to the Augmented Reality environment was more expressive in vocabulary learning and retention of learned words. [ABSTRACT FROM AUTHOR]

There is an author in the sermons analyzed in this paper. Much more, the sermons analyzed were selected based, especially, on a premise: a specific author work, Antonio Vieira. It is undeniable that the notion of author and subject are irrevocably linked. In fact, what common sense understands by authorship is directly linked to the concept of a post-enlightenment subject, already imbued with independence and self-centeredness, with an inalienable commitment to authenticity and originality, as it is understood in common sense the text reflect the author's inner world. We propose, then, to reflect on the notion of authorship in the Father Antonio Vieira's work in view of a confessional, missionary, priestly 17th century textual production, in which neither the notion of subject nor that of contemporary literary author are fully adequate to the socio-cultural context. seventeenth-century politics. As main guides for the analysis, we follow the thinking of Michel Foucault in dialogue with Walter Benjamin, Antonio Candido, and João Adolfo Hansen. We also reflect on the importance of language for the humanist theology that inspired the seventeenth century Jesuits, and Father Antonio Vieira himself, observing how much the ideal and most perfect exercise as a spokesperson for the Word of God is present in the sermons given and, after a lifetime, finally written by the influential sermonist. [ABSTRACT FROM AUTHOR]

This paper proposes a reflection about the relations between nature and society from the reading of selected poems from Poesias, by Dante Milano (1979), especially the poem 'Public garden' (Jardim público). Based on the criticism of modern rationality formulated by Adorno and Horkheimer (1985), according to which the enlightened reason sought to disenchant the world, dominating and subjugating the supposedly threatening natural world, it seeks to meditate how in a work produced by a Brazilian modern/modernist poet (of an incomplete and peripheral modernity) this criticism is particularized. To this end, in addition to the authors of Critical Theory, the study is based on authors such as Ulpiano Meneses, Octavio Paz, Jeanne Marie Gagnebin, and Paul Ricoeur, among others. The reading of the poems, according to the perspective assumed, indicates that one of the strengths of Milano's work is the problematization of the relationship between man and nature. It was noticed that the tensions resulting from the split between man and nature do not hide the tragic consequences of this process and often point to the assumption of a critical voice that bursts into the animism of nature and the denunciation of the reification of man. This study, structured in three parts entitled 'Of images and landscapes' (Das imagens e das paisagens), 'The garden as a cultural landscape' (O jardim como paisagem cultural) and 'A 'garden' of memories' (Um 'jardim' de memórias), also points to the conservation of elements of the empirical world in the poems' making. [ABSTRACT FROM AUTHOR]

The goal of this paper is to investigate, in multimodal data, the role of gesture and eye-gaze in Mental Spaces marking in narrative occurrences of Brazilian Portuguese. For this purpose, three excerpts from a personal narrative given by the Brazilian actress Marisa Orth, on GNT network TV Show 'Que história é essa, Porchat?' (How come, Porchat?) (Canal GNT, 2019), were selected from Youtube. In order to support the discussions theoretically, first, the relationship between mental spaces and multimodal articulators, gestures and the eye-gaze (Sweetser & Stec, 2016), was described and explained. In addition, it was presented the articulation between hand gestures and the marking of narrative levels - narrative, metanarrative and paranarrative -, as well as the marking of narrative viewpoints - the character viewpoint (C-VPT) and the observer viewpoint (OVPT). Methodologically, we have analysed the lexical choices made on each occurrence (Dancygier, 2011), and then proceeded to the analysis of hand gestures, based on the identification and description of gestural strokes of the Linguistic Annotation System for Gestures (LASG) (Bressem, Ladewig, & Müller, 2013). The direction and function of the gaze in interactional contexts were also analysed. Finally, quantitative data on the duration of eye-gaze were described and interpreted. Results show that gestures and eye-gaze can both mark the same Mental Space (the Ground or the Narrative Space), as well as can simultaneously mark different Mental Spaces. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present, as an object of possible research lines, the text of the representation dated August 4, 1777, coming from the chamber of Vila Real de Sabará, Minas Gerais, in which the officers address directly to Queen Maria I, arguing that it was no longer possible to maintain the voluntary subsidy - a tribute instituted to help in the reconstruction of Lisbon, after the earthquake of 1755 - given the decay in which the village and captaincy had been. In order to mark the existence and provenance of the diplomatic document, edited under semi-diplomatic norms, studies on its codicological, paleographic and diplomatic properties precede the analysis of the text. [ABSTRACT FROM AUTHOR]

Copyright of Acta Scientiarum: Language & Culture is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Boletim de Geografia is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Boletim de Geografia is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)