In Pecheutian Matrix Discourse Theory, innate theories are not defended. Language is not a matter of heredity: it is something to be learned. Language is not only logical or biological and, therefore, one cannot ignore the pathological, historical and cultural problems it presents. However, we are subjects of/in language, crossed by the unconscious. Thus, in this work we seek to analyze some discourses that, in their fragmentation, circulate in children's songs, reorganizing social practices from an early age. Songs that echo, resonate in history, imposing ways of behavior on children, segmenting the male and female binary. A social memory that structures, reestablishes and also represents the reality and its force field of social relations for change or its conservation. The worm, the rose, the worm and the harpsichord discursive meanings of social practices.

This article discusses the use of plant biodiversity in two important activities that mark the ways of life of traditional populations. We sought to understand the ethnobiological knowledge in traditional communities used in the manufacture of fishing and extractive equipment. Hold discussions on fishing activities and plant extraction; and the variety of equipment are the specific objectives that guide this research. To collect the data, semi-structured interviews, field notebooks and open questionnaires were used for families living in four communities in the island region of the municipality of Cametá. Eight (08) devices made from ten (10) plant species were identified. The matapí was the equipment most mentioned by informants. Specific species are identified in (04) botanical families, with Arecaceae being the most cited family. The informants presented important ethnobiological knowledge about the species, as well as the ethnodefinition of each individual and their respective use in the community.

This article addresses the work of Cristina Rivera Garza (Matamoros, Tamaulipas, 1964) regarding the intertext (Mendoza) that it is possible to work in Primary and Secondary classrooms. We focus on poetry because most of the research on it ignores it in favor of narrative. For this reason, we consider it essential to vindicate the literary genre that allows us to learn in the classroom from the references that influence the author of La muerte me da (2007) and El disco de Newton (2011). We will start from such books to observe the readings that consolidate her writing and, at the same time, the imprint they exert on recent promotions (Higashi) in Mexico, such as Sara Uribe or Verónica Gerber; or in Spain, María Ángeles Pérez López.

This qualitative research aimed to understand if there are reading and writing difficulties in the academic environment on the part of students coming from public schools as a result of the literacy process in childhood. Research sample were 13 students from Ceará’s Federal University/ Sobral Campus Psychology Undergraduate Program. Participant’s reports were collected and analyzed using semi-structured interviews technique and Thematic Analysis method. Research results point that academic language presented in the undergraduate program, as well as the basic schooling process, marked by a teaching gap, are factors related to reading and writing difficulties encountered by students in higher education. The research began after approval by the Research Ethics Committee (UEVA), attested by the Certificate for Presentation of Ethical Appreciation (CAAE) 40106320.4.0000.5053 and technical note 4.504,740.

This paper discusses the concepts of disaster and catastrophe from the perspective of literary theory. It also reflects on testimony as an expression of both in contemporary literature. The paper argues that disaster and catastrophe are interrelated paradigms but argues that there is a point of schism between them: the possibility of reversal of material and psychosocial impacts and damage underlying disaster, and the explicit impossibility of social reality returning to how it was before a catastrophe. By implying solidarity between individuals and communities, as well as state relief of the victims, the disaster is inscribed in the framework of otherness. The framework of the catastrophe, on the other hand, is that of barbarism, a consequence of the permanent state of exception in modernity. The authors of reference are Adorno and Horkheimer (1985), Agamben (2004), Benjamin (2012), Hobsbawm (2013), Löwy (2000), Quarantelli (2015), Seligmann-Silva (2000; 2003; 2005; 2018), Ginzburg (2010), and Sarmento-Pantoja (2014).

This papper aims to propose the neologism Iwe, which, in our opinion, poses a "new" subjectivity that, although it does not get rid of the I, produces egos (in the framework of the Nietzschean text and , more specifically in light of the contemporary rereading that took place around Thus Spoke Zarathustra), that is, multiple and perhaps contradictory identities, within the framework of identity patterns. But these egos cohabit in a field of forces that is traversed by difference because it relies on others.

In the article, based on the meta -competence and institutional-culturological approaches developed in the school of general methodology of conceptual constructs of system-thought-activity modeling, the goal is to develop technological solutions for the formation of students ' cognitive meta -competences. In educational activities, a hierarchy of educational processes is defined: the main one is the creation of educational texts by students, the auxiliary one is work with literature, the service one is classroom activity. Based on the structure of educational processes, three roles of a teacher are defined: an assistant in mastering a professional language, a source of professional opinion, and a model of professional ethics. The role of classroom taking notes and asking the teacher of educational questions in the formation of cognitive meta-competences is shown. The differences between educational and non-educational questions and the structure of educational questions are given: for understanding, task, problematic, systemic and causal. The proposed technology of educational activity allows it to be applied in the formation of students' cognitive metacompetences, in the design and evaluation of educational literature, the creation of intelligent systems for the design of educational activities and the assessment of students' cognitive metacompetences.

In this paper will be discussed the production, edition and printing of reading books and elementary grammars from the state of Pará in the period from 1822 to 1920. For this, it seeks to understand the editing and printing books process in Pará in the first. mid-19th century, as well as to understand how the reading books and elementary grammars production in Pará took place in the same period, this work will verify the Pará intellectuals’ importance to the history of education in Pará and Brazil and it will analyze a primary grammar, placing it in the context of the Portuguese language grammatization in Brazil. The work was developed through bibliographical and documentary research. The theoretical orientation is based on the Duarte (2018; 2021), Moreira (1979), Auroux (2014) and Orlandi (2001; 2008) studies. In the second half of the 19th century, Pará was placed in a privileged position in relation to the schoolbooks production, mainly works in the reading book and grammar genres.

Complete archive of volume 17, nº 29, December 2023, of the magazine, which presents articles in a continuous flow.

This paper brings an archaeological and genealogical analysis on the idea of gender, starting on its emergence as an analytical category on human sciences, derived from works in the field of biomedicine which advocated it as the cultural version of sex, until the present, when post-structuralist, decolonial and queer perspectives attempt to de-ontologise the term, demonstrating how the nature x culture binarism is reinscribed under the sex x gender logic, being, thus, epistemologically unsustainable and ethically reprehensible. In order to do that, a bibliographical review of the statements of the sex-gender system by Gayle Rubin and its variations in Joan Scott, as well as in biomedical theories, especially by John Money, is carried out, contrasting them to proposals which attempt to de-ontologise such system, found in authors such as Paul B. Preciado, Judith Butler and Donna Haraway. Finally, it defends a new paradigm for thinking the tensions between sex and gender, in which nature is thought of as a technocultural product.