O modelo ideológico de letramento e a concepção de escrita como trabalho: um paralelo

The article defines the dimensions of the structural and functional space of social management practices in the social work management system. The management of social work is presented as a practical management activity, as a system of social work management at the macro, meso, and micro levels, as a process of planning, motivation, implementation, and control of management decisions. Social management practices in the management system of social work act as ways of implementing social management actions that are formed as a result of the interactions of social management subjects in the field of social service provision. The dimensions of the formation, reproduction and implementation of social management practices, which create a complete structural and functional space in the management system of social work, which are implemented in cognitive-interpretive, value-motivational, procedural-organizational, communicative and activity-organizational dimensions, are highlighted and analyzed. The analysis of various sociological approaches to the interpretation of "social practice" made it possible to distinguish social-management practices as cognitive-interpretive, value-motivational, procedural-organizational, communicative, and activity-organizational, which act as an integral structural-functional space of social-management practices in the management of social work. The study singled out three main models of social management practices in the management system of social work at the regional and local (territorial community) levels of management: administrative model; model of organizational development of the region/community; model of partnership interaction of social management subjects. It was analyzed that social interaction reflects the relationship between individuals and social groups, between social groups and organizations of different levels of its functioning as a system, and therefore lies at the basis of the management system, which is carried out through the social management practices of the governing subjects, according to socially acceptable values - normative and status-role models of behavior in society in a certain space and time.

This article aims to conceptualize movement texts as a crucial yet often overlooked phenomenon in the articulation of collective identity and narratives in the context of social movements. We define movement texts as symbolic acts that publicly manifest a social movement as a collective actor. Against the backdrop of the “narrative turn” in social movement studies and adjacent fields, we argue that the concept of movement text can be understood as the “missing link” in the analysis of narratives and their social contexts. We conceptualize the movement text through three interrelated dimensions: as a material artifact, a social practice, and a discursive genre. We then suggest a methodological framework for the analysis of how movement texts produce meaning, focusing on how ambivalences in the texts can be analyzed as reconciliations or negotiations of both internal tension and systemic contradiction defining the social context in which the movement acts. The contribution of this article is simultaneously theoretical, historical, and methodological, as it shifts from a one-sided focus on the “immaterial” dimensions of narratives and storytelling to an emphasis on the socio-materiality of movement texts within collective action and social change.

Os crimes de extorsão chamados de Golpes do Falso Sequestro são uma modalidade criminal que surgiu há poucos anos no Brasil. Como uma nova prática social, atrelado a ela, surgiu também um novo gênero discursivo. No presente artigo, nos propomos a analisar e descrever esse gênero tomando por base a teoria Semiolinguística de Patrick Charaudeau. Nosso corpus de análise foi constituído por quatro gravações de golpes do falso sequestro interceptadas pela polícia civil do Rio de Janeiro e disponibilizadas na modalidade online pela revista Veja. Notamos que as situações comunicativas dos textos que compunham nosso corpus eram orientadas para a finalidade comum de convencer as vítimas a efetuarem o pagamento do falso resgate, já que tanto as visadas discursivas quanto os modos de organização do discurso corroboravam para esse fim. A visada discursiva do fazer-acreditar consiste, nos textos analisados, em fazer com que a vítima acredite nos argumentos dos supostos sequestradores e, através de coerções, ameaças e mesmo instruções, os criminosos procuram fazer com que as vítimas façam o pagamento solicitado (fazer-fazer). Notamos também que o modo argumentativo de organização do discurso é o mais proeminente, sendo auxiliado pelos modos narrativo e descritivo. Tendo, portanto, uma finalidade específica, uma ancoragem social na prática criminal homônima e possuindo, inclusive, identidades próprias dos sujeitos participantes do contrato interacional (sequestrador, sequestrado, vítima-familiar), notamos que os golpes do falso sequestro podem ser considerados como um gênero discursivo próprio.

This dissertation is the result of a research centered on the elaboration and application of a reading and writing proposal, with emphasis on the discursive genre, through RPG (Role-Playing Game) and the literary work Robinson Crusoe, with the intention to contribute to the development of students' discursive competence and to multilevel practices in school. The specific objectives of the study are: a) to investigate students' knowledge about RPG games and about contact with literary texts, especially the genre story; b) to present RPG games, on a board and online, as a productive hypergene for the development of the practice of reading and writing in school, especially the genre tale, to explore them in their specificities by reading and analyzing these games and participation in them; c) promote the reading and analysis of stories in the classroom, explore the specificities and produce copies of this genre; d) to develop digital literacy and games through literary literacy and multiliteracy practices; e) analyze discursive representations of the world and identifications constructed in and from the texts read and the texts produced by the students; f) elaborate and make available on the website supplementary notebook with the proposal presented, in order to subsidize the work of other teachers with reading and writing through RPG games. In order to reach the proposed objectives, the research is based on studies and official documents about the teaching of the Portuguese Language in Brazil, studies on discursive genres, digital genres and hypergenerics, such as RPG, storytelling, multiliteracies, pedagogy of the multiliteracies, literary literacy, and theoretical and methodological assumptions of Critical Discourse Analysis (CDA). The methodology adopted for conducting the research is qualitative and the procedure is action research. For the generation and collection of data we use questionnaires, recordings, field diary, oral and written reports, portfolio, production of texts of different genres. The results of the analysis of this proposal, applied in a 7th grade class of a public school in the city of Brazlndia, Federal District, reveal that, through a teaching focused on the social practices in which students participate, it considers and values knowledge of the world they bring with them, the various semiosys, multiliteracies and recognizes the work with the texts as materialization of speeches, we can contribute to a more meaningful reading and writing teaching. In addition, the didactic strategy presented in this dissertation contributes, from the reading and writing practices elaborated, applied and analyzed, to a teaching that improves students' discursive competence and forms citizens who will participate critically in diverse social practices.

Foreign language learning presupposes the acquisition of language code but it is also an entrance to a new communicative community which is culturally defined by its verbal genre. Access to knowledge is an admission to scientific communities which have their own discursive forms for presentation, discussion and allocation of knowledge. The educational activity is responsible for learners’ perception of “discursive fusion” which is a process of education. Contemporary higher school learners ought to master discursive forms which are not a part of their immediate communicate experience. The study of relationships between literature and advertising presumes deep understanding of their location in a cultural practice. Contemporary advertising genre widely uses scriptural matrixes of completely different discursive genres. Particular preference is given to pastiche and parody. In considering the phenomenon of modern rewriting one should not claim the decision of a difficult problem of pastiche definition. It is more necessary to emphasize valorization of such processes as imitation and transposition assuming the relation of traditions to new conceptions in French context. Pastiche should be considered as a practice which allows inquiring genre borders. This practice takes the form of a game intended to participation of an advertising message receiver. Beginning from the point of emergence pastiche became a part of social and institutional universe, the same piece of work and any other. In contemporary advertising the usage of pastiche is allowed in the name of free expression on condition that the risk of the fusion with hypotext is absent as well as an imitator has a humorous plan excluding either intention or possibility to harm anybody. The article concerns the demonstration of didactical usage efficiency of secondary literary genre, pastiche, in an intertextual practice of advertising media discourse. The emergence of this form of imitation in the course of the French language learning as a foreign one is an original means of a traditional pedagogical practice renovation of text imitation and, at the same time, the increase of learner’s motivation with the help of amusing live contact with various discursive genres.

C’est selon la démarche de l’école française d’analyse du discours que nous abordons le discours des guides touristiques français comme une production discursive inscrite dans un champ social, mais qui tend à s’ouvrir à d’autres pratiques discursives par un phénomène de contamination. Nous nous interrogeons sur la manière dont des pratiques communicationnelles extra-discursives (internet, presse, télévision) influent directement sur des pratiques discursives en étant des facteurs d’évolution ; nous montrerons que les pratiques discursives sont de moins en moins étanches entre les différents médias : le contenu informatif et la routine, caractéristiques du guide touristique, ont tendance à s’exporter vers d’autres genres discursifs (multimédia, presse papier) qui, à leur tour, l’influencent et le modèlent selon leurs propres normes. Qu’elle s’effectue par le type d’énonciation des nouveaux médias ou par celui des magazines, la contamination est la résultante d’une adaptation des discours des guides touristiques aux pratiques sociales. Ces discours s’inscrivent dès lors dans un champ social qui leur est à la fois spécifique (le discours à teneur touristique) et général (les discours de transmission de savoirs), s’appuyant parfois sur des communautés discursives qu’ils contribuent eux-mêmes à établir.

Digital information and communication technologies are embedded in many social practices, always permeated by language, have contributed greatly to the performance of different school activities. Thus, it is essential to promote a reflection on these language practices, in regard to the school learning process. In this context, the objective of this article is to present a didactic proposal for the teaching of the Portuguese language, inserted in the journalistic-media sphere in dialogue with the production and communication of information and with the use of digital technologies in the classroom in a critical way . This is the A Midia Somos Nos project, from which 9th grade students of the state public network of Sao Paulo participated in media production workshops, linked to the study of reportage and news genres and carried out the journalistic coverage of an official event hosted by in school. The theoretical foundation of the project contemplates the perspective of work projects, by Hernandez (1998); the work with the discursive genres, according to Bakhtin (2016), and the proposal of media production in the perspective of Educommunication. The methodological approach to the study of genres was organized from the dialogic analysis of the discourse (Brait, 2018), as well as from communication workshops, considering the multiple languages ??involved in the journalistic-media sphere. Likewise, it was guided by the principles of work projects, regarding the organization and carrying out of activities. The experience turned to a real situation of communication and, with that, made possible the learning of different languages ??associated with the journalistic-media sphere, and, therefore, the resignification of pedagogical practices in the face of the use of digital technologies.

Neste trabalho, que integra uma pesquisa mais ampla sobre o ensino de escrita em contextos acadêmicos, objetiva-se (1) identificar objetos de ensino previstos em ementas e conteúdos de planos de curso de disciplinas voltadas para o ensino de escrita, ofertadas em diferentes cursos de graduação, de uma universidade federal brasileira, e (2) identificar que abordagem(ns) de ensino de escrita está(ão) subjacente(s) à indicação desses objetos de ensino. Metodologicamente, fundamenta-se nas proposições do paradigma interpretativo, enquadrando-se como uma pesquisa qualitativa, de base documental, cujo corpus constitui-se de 41 planos de curso de disciplinas de graduação, ministradas em cursos variados, da instituição referida. Os resultados, explorados com base na metodologia da análise de conteúdo, apontam uma diversidade de objetos de ensino contemplados nos planos analisados. Prevê-se que a escrita acadêmica seja focalizada a partir de diferentes dimensões que contemplem desde a parte mais microestrutural (norma culta e normatização) até a parte mais macroestrutural (textualidade e gêneros discursivos). As abordagens socialização acadêmica e habilidades de estudo (LEA; STREET, 1998) parecem fundamentar as indicações desses objetos de ensino. Entretanto, a primeira abordagem predomina nos dados analisados, sugerindo interesse dos docentes em focalizarem, nas aulas de escrita, gêneros discursivos acadêmicos e/ou profissionais. O trabalho com esses gêneros pode resultar na familiarização dos discentes com os discursos e práticas que circulam na e para a academia. Conclui-se que é fundamental ensinar explicitamente, no ensino superior, a escrita acadêmica e a profissional, visto serem práticas sociais, situadas e de aprendizado contínuo.

Ancorados nos Novos Estudos do Letramento e, ainda, a partir de uma pesquisa etnográfica, Lea e Street (2014) estabeleceram três modelos que permitem o estudo das práticas de leitura e de escrita na universidade: i) o das habilidades, ii) o da socialização e iii) o do letramento acadêmico como prática social. Considerando essa proposta, o objetivo desta investigação é identificar e analisar se e como essas três perspectivas sobre o letramento acadêmico aparecem no escopo da disciplina Oficina de Língua Portuguesa: Leitura e Produção de Textos (OLP), ofertada a distância e semestralmente, há mais de uma década, na UFMG (Universidade Federal de Minas Gerais). Trata-se de um estudo de abordagem qualitativa (Paiva, 2019), motivado por experiência profissional como tutores da OLP. Com base na ementa da disciplina, dos materiais instrutivos e informativos, dos recursos disponibilizados e das tarefas solicitadas, constatamos que os dois primeiros modelos citados embasam a OLP. No que se refere às habilidades, os aspectos linguísticos, como os gramaticais, são explorados de modo individual, com base nas demandas explicitadas pelos graduandos nos textos produzidos. Isso, no entanto, não acontece sem contextualização, mas, sim, em articulação à socialização acadêmica e à língua em uso, visto que os textos lidos e escritos são sempre explorados enquanto enunciados inscritos em gêneros discursivos (Bakhtin, 1997). Por sua vez, o terceiro modelo, que sobressalta a construção dos significados pelos sujeitos e as relações de poder e identidade inerentes à esfera universitária, é pouco adotado, principalmente ao se considerar que a OLP engloba um número grande de estudantes por semestre. Tal fato é um desafio, porque homogeneíza as práticas letradas e as restringe à própria disciplina na expectativa de que o aluno consiga, posteriormente, (re)produzi-las e (re)adequá-las aos contextos sociais mais específicos dos quais participa na universidade.

This dissertation is the result of a research project whose general objective is to investigate the possible contributions of developing for teaching Portuguese language through the discursive genre propaganda, for the development of the ability to argue in 9th grade students, to foster youth protagonism and engagement in the discussion of social problems and in proposing actions to tackle these problems centered on the elaboration and application of a reading and writing proposal, with an emphasis on the discursive genre propaganda, for the development of students' abilities to argue and produce advertisements. The specific objectives of the study are: a) to investigate whether and how the development of the mentioned proposal can contribute to students become aware of how, why and according to whose interests of the propaganda genre can function; b) to make explicit the linguistic-discursive marks characteristic of the propaganda genre and the effects of meaning produced by them; c) to identify the different argumentative strategies used in advertisements; d) to examinate whether, in the production of advertisements, the students use different argumentative strategies to defend an idea and persuade their interlocutor, in order to influence them to act in a certain way, whether they consider the specificities of the genre, design, redesign and criticism; e) to elaborate and make available on a website a supplementary notebook with the proposal presented, in order to subsidize the work of other teachers with the reading and writing through the discursive genre propaganda. To achieve the proposed objectives, this research is based on studies of Critical Literacy (Janks, 2010, 2011; Menezes de Souza, 2011; Jordão, 2013; Monte-Mór, 2011; Lopes; Andreotti; Menezes de Souza, 2006); in studies on argumentation (Abreu, 1999, 2006), on genres (Bakhtin, 2011) and on the propaganda genre (Pinho, 1990; Sandman, 2007; Dionísio, 2011). We also considered what is proposed in the National Curriculum Parameters - PCN (Brazil, 1998) and the National Common Curriculum Base - BNCC (Brazil, 2018). The research follows the assumptions of the qualitative approach and is configured as action research (Prodonov; Freitas, 2013; Thiollent, 1988). Questionnaires, recordings, a field diary, and the production of texts from the discursive genre in question were used to generate and collect data. The results of the development of this proposal, applied to a 9th grade class in a public school in the city of Rio Verde, Goiás, reveal that teaching focused on the social practices in which students participate, which recognizes and values their prior knowledge, the various forms of language and persuasion, and understands working with texts as a process of constructing meaning, can enrich the teaching of reading and writing, promoting more meaningful learning for the students, providing them with greater engagement, the development of critical skills and an understanding of written communication and its relationship with society. In addition, the didactic strategy presented in this dissertation, through the reading and writing practices developed, applied, and evaluated, contributes to improving students' discursive competence, fostering their protagonism and argumentative skills. This shows the potential of critical literacy practices in training autonomous readers and writers, and in promoting greater interaction between the school and the community.

Oratory as Social Practice (I): Discursive Genre, Culture, and Power

This paper argues that the narrative is a social practice, mediation between the events and the public. Unlike structuralism he saw the story as a discursive genre, it is argued here that the notion of 'narrative', understood as a form of representation of real or imaginary events, it is a more comprehensive cultural structure, psychological and universal origin. Therefore, revises to follow the main theoretical contributions to the Narrative Studies and redefines storytelling as 'mediation of events'.

Antonio Gramsci dedicated a lot of his attention in his writings to the analysis of the cultural practices and their function in the socio-historical processes. An important segment of his work included the analysis of art and literature of modern times which was indirectly incorporated into the discussion of the problem of usefulness of historical materialism as a philosophical and social practice, social power and its cultural and historical appearances, cultural and political emancipation of subaltern classes etc. Mostly focusing on the explication of socio-cultural, political and historical dimensions of Italian literature of Renaissance and the modern period, Gramsci elaborated a sketch of his own version of Marxist aesthetic proposing specific interpretations of the problem of social function of artistic practices, the nature of artistic action and artwork and the consumption of artistic artifacts. In this paper we will discuss Gramsci?s thought on art in the context of his comprehensive theoretical, philosophical and historical research aiming at elaborating a Gramscian model of analysis of music practices of modern and postmodern times. One of our results should be the examination of the possibilities of the analysis of music based on Gramsci?s theory as well as the critical review of the application of its main concepts in the existing body of research on music.

In most traditional accounts of Critical Discourse Analysis (CDA) text and discourse are viewed as being the product of a one-directional flow of information from a handful of dominant (and powerful) text producers to an seemingly subordinate mass of readers who passively consume texts. To this end, CDA proclaims an interest in both production and reception factors as they are reflected in social practices (Fetzer & Johansson, 2008). Yet, in the CDA literature actual empirical data focusing on reception factors have often been lacking and/or have been limited to the researcher’s personal reading of a text. With the advent and spread of converged media platforms (Herring, 2013) and the new discourse practices this entails such factors need to be reconsidered and the more prominent role played by users in both reception and (co-)construction of texts embraced (Boyd, 2014). This work focuses on the importance of user-generated content in user comments written in response to online newspaper editorials and proposes that such commenting practices not only change media discourse and social practice but also, ultimately, may upend the traditional flow of media discourse, transforming it from a primarily top-down, one-to-many model to a more interactive and participatory model that fosters many-to-many participation schemes (KhosraviNik & Zia, 2014). In traditional print newspapers text consumers had few opportunities to respond directly to a topic they felt strongly about if not in the form of a “letter to the editor” which was not guaranteed publication. Furthermore, editorials, as the official mouthpiece of a news organisation, were seen as playing a predominant role in evaluating issues, forming public opinion and eliciting reader support and agreement (Henry & Tator, 2002; Moon, 1994; Van Dijk, 1991). Today, most online newspapers allow users to comment on both news reports and opinion articles, including editorials, in which they can react to as well as interact with media texts. Such social interaction gives the (CDA) researcher access to valuable user-generated content which can help to gauge, in part, the degree to which such media texts as editorials still have in forming and swaying public opinion. By focusing on reader comments in a limited set of editorials (dealing with the European migrant crisis), this study attempts to determine readers’ varying opinions about the issue and how this reflects and/or diverges from the view(s) presented by the editorial. A quantitative and qualitative analysis of the empirical data (the editorials and reader comments) aim to demonstrate the various representations of society inherent in online newspaper discourse. In particular, the analysis focuses on the linguistic means adopted by text producers to align themselves with (proximization) or differentiate themselves from (distancing) from the views presented in the editorial. Thus, the work is interested in the ways in which powerful public discourses are received by the general public through the interactive feature of text commenting available on many media platforms. Text commenting, in turn, is seen as crucial to understanding how certain texts are received and transformed by different types of (social) media users in the online newspaper.

‘Culture’ as a construct has a complex role in the position of youth with migration background in Europe. It has been used to stereotyping and othering them, but recognising diverse cultural heritages positively affirms their identities. However, migrant-background youth’s discourses concerning culture have not sufficiently been investigated. Based on two interview datasets, we analyse how youth with migration background construct their identities and negotiate togetherness with and distance from others through the concept of culture. The discourse analysis paid attention to the linguistic, discursive and social practices. As a linguistic practice, the participants talked about separate ‘cultures’ when describing similarity with other youth with migration background and distance between them and the ‘Finns’. As a discursive practice, ‘cultures’ were defined as shared norms or communication styles but also similar mindsets. The accounts of intercultural learning brought up the significance of culture in validating migrant-background youth’s identity. As a social practice, the notion of culture constructed ‘Finns’ and ‘foreigners’ as distinctive groups with certain power imbalance. Schools should deliberately deconstruct the essentialising notion of culture to help youth with migration background find more nuanced explanations to their experiences of togetherness or distance, question the power imbalances and cross inter-group barriers.