Current research discusses how translation representations influence the reception and circulation of the foreign literary text within two different academic contexts, such as Brazil and the United States. Twenty-one professors of foreign literature from four Brazilian universities and one from the United States were interviewed. Analysis and discussion of the collected data were developed under the discourse-deconstruction perspective and the arguments were built according to specific academic contexts whose factors restricted and limited the status of translation. Or rather, the resistance to the inclusion of translation as an important means for the critical improvement of linguistic and cultural differences within the teaching of literature in a Brazilian context, and the erasure of the translated text which contributes towards the hegemony of the language or of English culture within US context. Results showed that the value or treatment attributed to the translated literary text affected its representation and status in the academic, scientific, journalistic sphere and mainly the teaching and learning sphere of foreign languages and their literatures.

This paper shows analyzes of the play The Phantom of the Opera. It aims at examining the problem of the double. There will be examined the role of the masks and the mirrors in the constitution of the identity of the main characters and the dialogue with Leroux’s novel. Its theoretical basis are Bakhtin´s considerations about the interaction between the I and the Other in the construction of selfconsciousness and about the dialogic nature of truth.

The writing procedures that give an experimental configuration to the novel Boquitas pintadas by the Argentinean writer Manuel Puig are analyzed. The narrative associates a structural opening and a critical consciousness in its literary elaboration. Puig develops a narrative perspective marked by formal hybridization that maintains a dialogue with symbolic products and codes from mass culture without quitting critic work and aesthetic consciousness.

By studying the peculiarities of the ideological model of literacy, we can note that it has similarities with what the writing conception as work proposes. This way, this paper has as objective to present the common points between these two visions, in order to show that the idealized literacy can be applied in classes through the complex work that can be done with the writing. In this context, we present the literacy notion as a social practice, the writing conceptions and the parallel between the theories, so that we can fulfill our expectations. The ideological model of literacy points practices which cover different contexts where a person can be and, in the case of writing, it can be applied in classes through the writing conception as work, since it considers the discursive practices, developed in effective communicative situations, where purpose, interlocutor and discursive genre are elements that compose them.

In this paper we deal with Modality in French language textbooks used in Elementary and High School in Macapá - Amapá State. We have analyzed the modality into three classes: verb, adverbial and adjective as the complement of a link verb. The study shows lack in modality approach, an important category in linguistic analysis, so that students are encouraged to think about language in use and to position themselves as authors of their texts.

Parting from the epistemological frame of Bronckart's (2003) sociodiscursive interactionism, on the theorethical-methodological supports for the teaching of mother tongue of Schneuwly and Dolz (2004) and the dialogical rewriting' conceptions (GONCALVES; BAZARIM, 2009), we investigate how two collections of didactic books recommended by Ministry of Education and Culture- MEC- approach textual gender's rewriting in Primary Education cycle II. For its fulfillment, we will uphold on Bronckart's (2003) textual leafy, which contemplates textual infrastructure, discursive and linguistic-discursive components of action. The Portugues - uma proposta para o letramento collection - focus discursive capacities in detriment of actions and linguistic-discursive capabilities, besides the writing/rewriting's proposals don't belong to the same textual genre inside a thematic unity. The Linguagens no Seculo XXI's collection, in contrast, focus the three analyzed language's capabilities, and, especially, favors the writing/rewriting inside the same textual genre inside the unity of the Didactic Book.

This study aimed at presenting how language materialize, as a ritual that fails, in the context text-letter produced by people in a segregating situation. Michel Pecheux’s, Eni Orlandi’s and other authors’ theoretical concepts lead the reflection on this writing directed by legislation that impedes, but that also authorizes the State to set its panoptic look on these subjects, who, being prisoners, have the ‘right’ to keep their social bond to the society outside. The evidence of a transparent language and literal sense vanish facing the completeness illusion that the State produces on the way that this subject can and must write their letters, respecting the legislation surrounding them. However, failures permeate this writing ritual and the desire of ‘escaping’ produce other meanings at a place that attempts to control the moves of these violence agents that materialize in the desire of transposing the gates and meet their dreams of freedom, by mail.

Este artigo trata do processo de conscientizao desenvolvido

This paper studies the macroestrutural function of narrative sequences of reports. We analyze six reports and we use the principles of Modular Approach to Discourse Analysis (ROULET et al., 2001). We observe that the narrative sequences are not merely informative. They have subordinate status and they act as arguments to defend an opinion. So, this work shows that in reports the narration is a resource to produce the effects of objectivity and impartiality.