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This treatise seeks to show the problem of the theological method per se, in that it has always been infected with secular philosophies in its form and structure. That is, the theological method, which should be purely scriptural, has often coined the method of philosophy and/or the sciences (other than theology), often ignoring the exclusivity of the theological method per se, namely, exegetical. or interpretive itself. Therefore, in this essay we present the criticisms of some Christian thinkers and theologians of the use and method in vogue, advocating for a methodology that clearly emanates from the Holy Scriptures. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 text contains an analysis of a set of questions and options related to the weight of the written language, its learning and impact: from one side, on the development of cognitive capacities and, therefore, of the ideas and the scientific knowledge; and, from another side, given the prominence of the human beings' egotist ambitions, on the unavoidable creation of antagonisms, inequalities and oppressions from some on others, culminating on merciless class fights. So, although I have mainly written scientific papers in usual standardized molds, my option in this paper is to revindicate the freedom of writing out of those molds without, anyway, renouncing to the scientific reasoning. [ABSTRACT FROM AUTHOR]

In 2020, one year after a research that had as its main objective to analyze, comparatively, the cycles of sugarcane workers' strikes in Pernambuco, and metalworkers of São Paulo and ABC Paulista, that occurred in the late 1970s, we returned to the questions raised in the field and in the interviews with former union members and workers to understand the ways in which the dialogue between us and them has influenced the formulation of research problems and hence the effects of the presentation of our identities/positions during the field work and in the scientific text that came to be published. Our goal is not merely to recognize the implications of ethnographic authority, but to argue in favor of the analytical fertility of this mediation with "the other" in our scientific practice. [ABSTRACT FROM AUTHOR]

This paper considers the learning difficulties in the specific context of the elementary school - final years (6th to 9th grade), especially in public schools. These difficulties result from the new social and didactic organization, the relationship with expert teachers, and new homework's demanded, typical of this period when compared to early years. To mediate these difficulties, we propose the Writing to Learn device whose purpose is to systematically explore the epistemic function of writing. The device would be integrated as a curricular component to the diversified part of the grade curriculum. [ABSTRACT FROM AUTHOR]

This study analyzes the integration of the Arabic dialectal loan wesh into the French language and the language habits of the French. Through the suburban language commonly defined as "slang" and hip hop culture, particularly rap, this borrowing has undergone several important semantic shifts and numerous graphic variants. The various definitions of this term in the Petit Robert 2023 (paper version) and the Wiktionnaire (online), as well as statistical research in Internet corpora, reveal evolutions, linguistic variations and trends generated essentially by sociolinguistic functions.

Objective: to map the scientific literature regarding the use of the Chat Generative Pre-trained Transformer, ChatGPT, in academic writing in health. Method: this was a scoping review, following the JBI methodology. Conventional databases and gray literature were included. The selection of studies was applied after removing duplicates and individual and paired evaluation. Data were extracted based on an elaborate script, and presented in a descriptive, tabular and graphical format. Results: the analysis of the 49 selected articles revealed that ChatGPT is a versatile tool, contributing to scientific production, description of medical procedures and preparation of summaries aligned with the standards of scientific journals. Its application has been shown to improve the clarity of writing and benefits areas such as innovation and automation. Risks were also observed, such as the possibility of lack of originality and ethical issues. Future perspectives highlight the need for adequate regulation, agile adaptation and the search for an ethical balance in incorporating ChatGPT into academic writing. Conclusion: ChatGPT presents transformative potential in academic writing in health. However, its adoption requires rigorous human supervision, solid regulation, and transparent guidelines to ensure its responsible and beneficial use by the scientific community.

The article revisits Zasso's research (2008), whose theme was writing in the context of school literacy, approached from the enunciative perspective of the linguist Émile Benveniste (1988,1989) and from the perspective of the sociology of culture by Bhabha (1998). The purpose is to show that the mechanism for producing personal references in the act of writing is marked by the uniqueness of the person who writes. Data collection took place in writing workshops with a group of children in the literacy process of a public school. The research allows us to state that the act of writing is always conflicting due to the presence of reflections, doubts, successes, errors, etc. about writing and the fact that the subject who writes is constituted in an interval space, non-coincident, of the enunciation with the enunciation. [ABSTRACT FROM AUTHOR]

The Engineering courses at the Federal Technological University of Paraná, Francisco Beltrão campus, include subjects that address academic reading and writing. This article aims to report the production process carried out through the disciplines of Oral and Written Communication and Reading and Textual Production. To achieve this objective, we used a qualitative approach, with bibliographic research, consultation of relevant websites and platforms, as well as the collective development of an experiential account. The obtained results demonstrated that the practice of academic reading, writing, and oral skills is crucial to achieving good performance in academic life. Equally important is the development of oral expression skills and the adoption of an appropriate posture during oral presentations. Additionally, the study highlighted the importance of using precise terminology in technical writing, ensuring cohesion and objectivity so that all readers can understand the content clearly. In summary, the disciplines of Oral and Written Communication and Reading and Textual Production in the Engineering courses at the Federal Technological University of Paraná provide students with the necessary tools for a solid foundation of academic skills, preparing them to face challenges throughout their academic and professional journey. [ABSTRACT FROM AUTHOR]

The article aims to analyze the presence of poetry in the pictorial work of Juan Miró, an artist who established a lasting dialogue with poets after his entry into the surrealist group. This dialogue proved to be decisive for the development of an unprecedented plastic expression, supported by the notion of "poetic image" as defined by André Breton in the Manifesto of Surrealism, and which gave rise to "dream paintings" and "poem paintings". The works carried out in the period from 1924 to 1927 will be privileged in the analysis due to the combination and/or fusion that can be observed there of writing with image, poetry and painting, as well as the dream theme, resulting in the conception of a picto-poetry and in the affirmation of the artist as a poet. [ABSTRACT FROM AUTHOR]

This article proposes a reading into “Biografia involuntária dos amores”, by João Tordo (2017). This book, from the perspective of contemporary Portuguese Literature, is read for its cosmopolitanism, uprooting and ontological vacuum. Based on an incomplete manuscript left by Teresa Brión, the narrator sets out on a melancholic itinerary through different spaces. However, at several moments he leaves open the possibility that nothing is true, everything is made up or even dreamed. As a theoretical contribution to the proposed approach to the study of melancholy and writing, we have theorists such as Freud (1996), Ginzburg (2011), Benjamin (1984), Silva (2016), Silva (2017). [ABSTRACT FROM AUTHOR]

The motto for this article is reading and writing as social praxis, of an emancipatory nature, related to work, from historical-dialectical materialist theory (Marx, 2019; Engels, 2004 [1896]) and historical-cultural theory (Vigotski, 2000; Duarte, 2013). The discussion focus is on the activities linked to reading and writing at universitary human activities' sphere, understood as formative institution involved, particularly, with generic objetifications to itself. It is advocated by reading and writing development, inside university, guided by the undisputed relationship between human gender and individual, as well to class consciousness constitution and social transformation. The reflection aims at the necessity of a omnilateral human formation, far from hegemonical formative approaches oriented by unilateral human formation towards the work market demands and neoliberal logic. [ABSTRACT FROM AUTHOR]

In this essay we seek to reflect on the current boom in generative artificial intelligence writing in the context of preparing and evaluating Brazilian students for higher education based on the theory of cognitive assemblage as applied to the ENEM writing exam as an instrument of selection of reader-writers compatible with a critical post-humanist university. After describing and explaining the basic functioning of a large language model such as the one that underlies the notorious ChatGPT, including its "reasoning" modes, and clarifying some of the myths sur-rounding it, we propose an analogy between the functioning of these models and the system of writing assessment via the ENEM essay from the perspective of assemblage. We conclude that although the ENEM drafting proposal has some effectiveness in filtering human modes of awareness in relation to cybernetic-computational ones, the evaluation system as a whole also acquires modes of dealing with language analogous to non-human cognition algorithms. Finally, we discuss this conclusion in light of the consideration of the critical post-humanist ideal of university and of university writing. [ABSTRACT FROM AUTHOR]

Much debate has taken place regarding political rights and the importance of education for US citizens during the late 18th century. This essay aims to understand how the texts published by Judith Murray, Catharine Macaulay, Mercy Otis Warren and Phillis Wheatley contributed to the debate on political, social e educational equality during the 18th century. The method involves the analysis of texts published by them in parallel with the context of time, the emergence of female academies and the formation of the first literary circles. I conclude the scenario contributed to the construction of a national identify and the writings contributed to important changes in the political perception of women, creating the Seneca Falls Convention for their rights in 1848. [ABSTRACT FROM AUTHOR]

Copyright of Pós: Revista do Programa de POS-Graduacao Em Artes - EBA/UFMG is the property of Pos - Programa de Pos-graduacao em Artes (PPG-Artes) 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 Abriu, Estudos de Textualidade do Brasil, Galicia e Portugal is the property of Abriu, Estudos de Textualidade do Brasil, Galicia e Portugal 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 Historia y Memoria de la Educación is the property of Historia y Memoria de la Educacion 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 Revista Linhas is the property of Universidade do Estado de Santa Catarina 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 work presents a discussion about the importance of reading and writing in early childhood education for the development of children's intellectual, cognitive and emotional capabilities within the school environment. To this end, the objective is to analyze how students read and write through the activities covered by the educator and how their methodologies are working to develop writing and reading habits in students. In this process, the school's educational community, above all, must always be looking for ways to provide quality and equitable education, and must address content according to the needs of each student. In view of the above, reading and writing should be seen as a process of cultural and intellectual development for basic education students, especially in the early years. [ABSTRACT FROM AUTHOR]

When and where was a charter written? Whether the scribe prepared it before, during, or after a transaction, on the spot or elsewhere, conditions its standing as historical evidence. They are basic questions for understanding how the written record relates to the communities whose actions it reveals. This article seeks answers in the corpus from the kingdoms of Asturias-León and Navarra down to 1031. Attention to the writing and content of the documents points to a variety of scenarios, the most common being: for the scribe to attend the transaction with a prepared template to be integrated into the execution of the transaction, or for the scribe to take notes at the transaction on the essential details to form the basis for later drafting its record. Both scenarios presume the real presence of the scribe as well as the reading aloud of the final text to participants, which together functioned as controls on the written word to ensure its integration into society.

Este artículo plantea las posibilidades de la literatura como fuente y modelo alternativo didáctico para la formación de escritores creativos. Para ello se examinan tres trabajos de minificción de José Juan Aboytia: Pretextos para una literatura inadjetiva (2015), ABC de la XYZ (2018) y Museo de nimiedades (2022). A partir del contenido y la articulación literaria de estas obras se destaca la potencialidad de la forma de la literatura breve, con recursos como las relaciones transtextuales, las variaciones y la metaficción, que desembocan en la creación con humor, y que permiten proponer nuevos modelos de enseñanza para la composición.

Simplemente Clarice (2002) aborda la escritura de Lispector dando muestras de todo lo que es necesario en buen trabajo crítico dedicado a un autor: explora su biografía, la articula con la obra, coteja con las propias declaraciones y comunicaciones de la autora, todo eso, para presentarnos a Lispector de una manera nunca vista. Una Clarice cotidiana, simple, imbuida en su dimensión de nombre de pila, una mujer que escribe porque le produce “un placer intraducible” Abstract Simplemente Clarice (2002) approaches Lispector's writing with all that is necessary in a good critical work dedicated to an author: it explores her biography, articulates it with the work, compares it with the author's own statements and communications, all this, to present Lispector to us in a way never seen before. An everyday Clarice, simple, imbued with her first name, a woman who writes because it gives her "an untranslatable pleasure". DOI: 10.5281/zenodo.10433588

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

In what ways can writing be powerful in contemporary time for education and research in this field? It is from this concern that this text reflects on the contemporary possibilities of writing in the task of learning, teaching and researching the events that permeate life and education. To achieve this, initially, the author's writing styles are presented and, then, five post-critical paths to writing are mobilized: cartography, essays, autofiction, workshop-writing and speculative fabulation. Each dimension of these is presented briefly and rhizomatically in order to compose a writing that happens with the entire body. We advocate writing that happens artisanally and poetically, along with the courage of authorship, of engaging respons-ability and of living with what is written. [ABSTRACT FROM AUTHOR]

The aims of this paper are to suggest an analytic rating scale of the textual production of the discourse genre interview and discuss the pedagogical implications of its use in the promotion of learning. The perspective assumed is supported by the understanding of (a) the use of language as action (Clark, 2000), (b) discourse genres as a social construction to act in the world (Bakhtin, 2003; Volochinov, 2017) and (c) writing as social practice (Kleiman, 1995). Based on the criteria suggested by Simões et al. (2012), namely, purpose of the text, interlocution, text organization, content search, use of linguistic resources, review and finalization and response to the texts read, an analytic rating scale (Weigle, 2002) was created as a way of guiding the (re)writing process of the interviews conducted by high school students from a Federal Institute (Vial; Kanitz, 2022). The purpose of doing so is that students get to know the academic opportunities available in their school and share such information with the school community. The suggested rating scale can be used to guide students in the production of different versions of their texts, observing linguistic and discursive aspects to create the intended meaning, and to facilitate the elaboration of rewriting guidelines, both by the teacher and by the student. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tempo e Argumento is the property of Universidade do Estado de Santa Catarina 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 article explores the intersections between Gloria Anzaldúa’s and Josefina Báez’s textual theories of in- betweenness, as they pertain to issues of textuality, and more broadly relationality, in their early work. In her life-long philosophical search Anzaldúa devised a phenomenology in which the metaphors of the border, borderlands, or bridges, and the concept of nepantla signal the place of writing in the context of coloniality, decoloniality, and migration. From her early thought, these concepts often capture not only issues of location, but also of intentionality and decolonial change. Similarly, Dominican American (DominicanYork) author, director, and performer Josefina Báez, explores the unstable spaces and temporariness of in-betweenness in the context of im/migration and colonization centering the experience of Dominican diasporic communities. Báez proposes concepts such as dominicanish or ‘bliss’ as imagined, relational spaces and states that are non-territorial, fleeting, and that resist the fixity of oppressive categorizations of the subject. Both authors are interested in finding the poetics that may be appropriate for such transfrontera spaces and states, as well as in theorizing new practices of reading (or viewing) and writing from these spaces. This paper describes these theories and shows how, by presenting readers with textual encounters in which the I must enter the unstable, hardly meltable, spaces in Borderlands/La Frontera: The New Mestiza (1987) and Dominicanish (2000), where the authors, as textual hosts, invite audiences to engage in a phenomenology of shifting where unsettling experiences of in-betweenness and impermanence may result in decolonial transformation.

Abstract If necropolitics, according to Achille Mbembe, involves “contemporary forms of subjugation of life to the powers of death,” necropoetics, as proposed here, involves the poetic and gestural interruption of necropolitics. Starting out from a gesture that simulates the act of killing, I ask what sort of anthropology and corresponding mode of writing would be entailed if one were to imaginatively align oneself with that gesture and others like it as they traverse temporal, contextual, and intertextual thresholds - including that between life and death - and the racialized histories recalled thereby. The counter-fabulatory approach taken herein, in pitting the poetic (Black) subtexts of the iterations of this gesture against the varied modes of discourse - ethnographic (part I), historical (part II) and anthropological (part III) - that would capture them, seeks to performatively interrupt the pretense of a neutral language through which necropolitics passes for the continuation of history as usual.

Copyright of Conexão Letras is the property of Conexao Letras 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.)

To what extent Hans-Georg Gadamer's hermeneutics contributes to archaeology? Such a question, apparently marginal and of less relevance, as it results from its application in another field of knowledge, touches - in our view - the main spheres of the execution of linguisticality (textuality, writing, orality, embodiment, and art), as it leads to a reflection about the statute of vestige, a subject that suggests some limitations in his philosophy. An analysis of the Gadamerian approach of vestige (or trace) shows that such a concept depends on textuality, which implicates that the productivity of meaning that emerges from materiality has a secondary character. Considering this, the article proposes the hypothesis that the Gadamerian thesis about linguisticality does not immediately fit into the type of archaeology that adopts material culture principles e concludes suggesting that vestiges have a pre-reflexive character that surpasses the boundaries of textuality. [ABSTRACT FROM AUTHOR]

This paper presents a digital game as a pedagogical support for classroom activities that address the use of homophones in the writing of students in 6th grade classes of Elementary School II at a school in the Santa Catarina state. The theoretical basis was centered on the contributions of Kishimoto (1996) and Pilati (2017, 2020) about working with pedagogical games. This article aims to contribute to the exercise of linguistic analysis and reflection in which students play and at the same time work with hypotheses about the writing. The production of the game was carried out on the WordWall platform and can be accessed by phone or computer. The results of a previous test of the game indicate its plausibility, which should have its effectiveness observed in the continuity of the application in terms of results with the overcoming of the initial difficulties. [ABSTRACT FROM AUTHOR]

In the Italian academic discourse research, Master’s degree theses used to be studied mainly from the perspective of linguistic competencies of their authors. However, strictly linguistic skills are not the only challenge for undergraduate, who must also convey intellectual content in appropriate discursive and rhetorical forms. The paper explores the patterns of a peculiar form of “collaborative writing”, i.e. the cooperation between the thesis supervisor and the student. Using the example of Master’s theses in linguistics, written in Italian as a foreign language, three basic didactic approaches are discussed in the paper. In the didactics of content the supervisors emphasize knowledge, i.e. linguistic concepts expected to be applied in a Master’s thesis. In the didactics of forms, the supervisors focus on the linguistic code, that is, on grammatical and lexical correctness of the Master’s thesis. In the didactics of forms of content the supervisors use regularities observed in academic discourse, such as genre and rhetorical structures, as valuable teaching resources likely to help students develop metacommunicative awareness.

This paper aims at investigating how Chimamanda Adichie, Julia Alvarez and Conceição Evaristo deal with the cultural, political, social, and economic dislocation they have undergone throughout their lives. Such dislocations foster the comprehension of the way the identities of women of color are configured after being subjected, voluntarily or not, to geographical dislocations that, as consequence, promote their knowledge and recognition as modern world women. Therefore, this study provides a comparative study among the literary craft of the writers aiming to examine how Alvarez, Adichie and Evaristo handle their diasporic condition and reflect associated concepts related to it, such as gender, identification, and ethnic-racial questions. Thus, the positioning of these writers is examined according to their diasporic condition, as well as investigate their identification as women of color, along with their condition as dislocated women.

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.

Copyright of Palíndromo is the property of Universidade do Estado de Santa Catarina 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.)

Researches indicate that a meaningful number of people entering in Higher Education (HE) have restricted relationships and knowledge with reading and writing practices. This study aimed to analyze the statements of undergraduate and graduate students about their reading and writing conditions before and after participating in a Literacy Workshop developed in the context of HE from categories that emerged from the answers provided: Discursive Gender, Authorship and Responsive Position. This study was approved by the ethics committee under number 69021617.9.000.8040. This is qualitative research with a theoretical methodological orientation through the analysis of the discourse from Bakhtinian assumptions. The research subjects were 5 students who participated in a Literacy Workshop held in an HE Institution in the State of Paraná. The result of the analyses carried out proves a decrease in the insecurities and sufferings of these students in relation to the texts belonging to the academic genres (AG). [ABSTRACT FROM AUTHOR]

Writing is a consequence of transitory complex mental processes, situated socially. Its analysis depends on culturally integrated contexts, in which, in the first instance, the subject and his particular ways of elaborating concepts are considered. With the aim of demarcating the transience in conceptual constructions in literacy, the article adopts a theoretical-practical research methodology and is presented from two sections. The first highlights literacy as a language practice, relating social aspects to mental representation processes. The second illustrates the variability of literacy processes by presenting a path of productions made by a child. The final remarks highlight that, despite the many ways in which coloniality and its consequent forms of generalization and control of human learning are present in literacy, it is possible to build contextualized modes consistent with the intercultural dialogue inherent in the notion of literacy as a process. [ABSTRACT FROM AUTHOR]

Considering the current educational situation of deaf individuals, here mostly concerning to the numerous aspects pertinent to the representation of writing skills, and due to a lack of stimuli appropriate to their cognitive, socio-affective, linguistic and political-cultural potential, many of them may have suffered considerable losses in the development of learning. This study aims to contribute to the understanding of some factors that may lead to severe constraints on the development of writing skills by deaf students, therefore, contributing to the field of literacy. One finds herein a theoretical review of concepts, ideas and ideologies, which reveals that the difficulty faced by the deaf person in written texts production is beyond the school's methodologies and/or pedagogical actions employed ordinarily applied in the teaching of written language. [ABSTRACT FROM AUTHOR]

This article presents a report on speech therapy therapeutic activities that highlight the importance of discursive, dialogic practices, based on a historical-cultural framework, for working with oral and written language. The purpose of the reports made is to show that organized strategies, based on subjective choices of different discursive genres, can promote the emergence language subject who initiates the speech therapy therapeutic process as a pathological subject. We present the reports of four children, in the experience of two different projects (book collection "I, author" and "Interactive Panel"), in which the times and relationships of each child with others, with himself and his language, the different interlocutors discursive, are subjective, but all are transformed. We are accompanied on this journey by Bakhtin and Vygotsky, in particular, among other renowned authors. Although we do not use formal protocols, the practices presented can be replicated and show good results. [ABSTRACT FROM AUTHOR]

The present article is the result of a research with the following problem: to what extent the learning of students in the process of alphabetization and literacy was compromised by the Coronavirus Disease (COVID-19) pandemic in the formation of writers and readers? The research aimed to analyze this process, during 2020, 2021 and 2022, in public schools in two municipalities in Minas Gerais, Brazil, and the implications for the children's formation process. To achieve the proposed objective, an investigation was carried out in six public schools using questionnaires and semi-structured interviews as data collection instruments. The analyzes showed that literacy was compromised with the Remote Emergency Education, by impairing reading and writing skills and the constitution of readers and writers, with regard to the absence of face-to-face interaction and pedagogical mediations that consider the learning contexts and subjectivity of child. [ABSTRACT FROM AUTHOR]

Articulating and composing the concept of integrating Literacy and Literacy is an attribution of Magda Soares' brilliant mind. The author gathered terms that are connected to broad and specific fields of experience, that are intrinsically interconnected, and which she creatively named Alfaletrar. That implies hearing the author's voice announcing a new perspective for the field of education studies in an original way. In this review, we try to reveal synthetically the author's thought to understand not only the integration of interconnected literacy but also the literacy in the same child's learning process. Recognizing that writing, reading and interpreting texts are skills that cannot be conceived in a static or separate way, but organized and in a continuous way. The experiences and results of years of research that the author carried out on literacy and textual genres in various supports, situations and social uses are gathered in the work and exposed in a planned and oriented way. [ABSTRACT FROM AUTHOR]

The Instrument for Brief Assessment of Reading, Writing, and Comprehension (IBALEC) aims to assess the performance of public school students in the mastery of basic literacy skills. After content validation, based on the analysis of a group of specialists, the IBALEC was applied individually to 825 students (439 boys and 386 girls) from the 1st to the 5th year of Elementary Education in two public schools, to analyze its internal structure. The factorial analyses performed demonstrated a good fit of the instrument to an internal structure model composed of five correlated factors, corresponding to the theoretical constructs that subsidized its construction: word reading, word writing, sentence writing, sentence reading comprehension, and reading/understanding text. These results are strong evidence of the construct validity of IBALEC, to assess the proposed skills. [ABSTRACT FROM AUTHOR]

The new social rules established by the covid-19 pandemic have pressed an immense contingent of women to their physical and emotional limits. Línguamãe (mothertonge) is a reading and writing workshop about Literature and Motherhood created by two mothers, writers, and expatriated Brazilian women: one in Portugal, the other one in the USA. Both occupying the same territory of extended isolation (the postpartum followed by the pandemic). Although isolated, women, especially women-mothers, even more women-mothers-writers remained together, speaking the same language, because being a mother is a nationality within itself. Reading and writing about motherhood during this dystopian moment does not save them from the difficulties, but invites them to find in Literature a refuge that helps them pass through the storm, safeguarding, creating connections, and serving as an artistic elaboration tool. [ABSTRACT FROM AUTHOR]

Certain uses of concepts such as community, recognition, and standpoint have placed the notion of belonging as a synonym or even a condition of the concept of identity. What is belonging when perceived not as a constituent of the aforementioned concepts, nor as a result of their meaning, but as something that installs their paradoxes, complexities, others, and non-places? In this paper, I discuss the notions of belonging to address other two fundamental ideas in this debate: the issues of recognition and affection. I retake those two concepts dialoguing with experiences lived by indigenous peoples, in order to reflect upon the implications of this issue to the notions of writing without belonging, without being the other of the experience, "out of place". [ABSTRACT FROM AUTHOR]

Anchored in the New Literacy Studies and also based on an ethnographic research, Lea and Street (2014) established three models that allow the study of reading and writing practices at the university: i) that of skills, ii) that of socialization and iii) that of academic literacy as a social practice. Taking this proposal into account, the objective of this investigation is to identify and analyze if and how these three perspectives on academic literacy appear in the scope of the discipline Portuguese Language Workshop: Reading and Text Production (OLP), offered at a distance and every six months, for more than a decade at UFMG (Federal University of Minas Gerais). This is a study with a qualitative approach (Paiva, 2019), motivated by professional experience as tutors of the course. Based on the syllabus of the discipline, the instructional and informative materials, the resources available and the tasks requested, we found that the first two models mentioned underlie the class. With regard to skills, linguistic aspects are explored individually, based on the demands made explicit by undergraduates in the texts produced. This, however, does not happen without contextualization, but in articulation with academic socialization and the language in use, since the texts read and written are always explored as statements inscribed in discursive genres (Bakhtin, 1997). On the other hand, the third model, which emphasizes the construction of meanings by subjects and the power and identity relations inherent to the university sphere, is little adopted, especially when considering that the class encompasses a large number of students per semester. This fact is a challenge, because it homogenizes literate practices and restricts them to the course itself in the expectation that the students will be able, later, to (re)produce them and (re)adjust them to contexts in which they participate at the university. [ABSTRACT FROM AUTHOR]

In the light of the past pandemic situation, this paper aims to reflect on the possibility of, through writing, bringing the body into the virtual therapy session, creating thereby a transitional object. To meet this purpose, the author considers the importance of the impact of the body's presence in the setting, particularly the analyst's body, which extends into her/his consulting room. Furthermore, the article considers the nature of virtual space, and how the transition from real to virtual space can interact with one's perception of body, space and time. aking into account patients who suffered from early abandonment and experienced the separation from the physical consulting room as a painful reactivation of old and deep feelings of loneliness, the author suggests that the use of writing in the virtual session can ease the anguish and invigorate communication within the therapeutic dyad, thus helping overcome the challenges arising from the imposed physical separateness. [ABSTRACT FROM AUTHOR]

The topic of this text that opens the thematic section about linguistics for literacy is the relationship between linguistic studies developed according to different perspectives and literacy in its diverse facets. It has two objectives: 1) Approaching areas and linguistic points of view (without intending to be exhaustive) about literacy research and initial teaching of reading and writing; 2) announcing the seven studies that compose this thematic section and an interview with Professor Magda Soares. Among the authors whose texts are offered in this thematic section are renowned Brazilian scientists in the study of the literacy issue. [ABSTRACT FROM AUTHOR]

This paper intends to propose some questions about the psychoanalyst's resistances to the brand-new configurations of gender (and bodies) at the contemporary. It supposes further the persistence of the desire as a thing that allows the reformulation of the analytical doxa, considering these modifications as an enlargement of the symbolical universe -- that results in several consequences in the clinical's listening effectivity. Therefore, we reassert the ethics of desire against the real while unrepresentable and the bet of writing against the impossibility of sexual relationship. Starting with a short appreciation of a Spanish film maker Pedro Almodóvar's film "Todo Sobre Mi Madre" (Spain, 1999), we vindicate, at last, an imposition of a time to understand the changes in progress at our field, in order to have sensitive conclusions about the brand-new possibilities of sexual arrangements showing in the clinic. [ABSTRACT FROM AUTHOR]

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