Repositório RCAAP

Based on the complexity theory, we propose here a review of the concept of reading, trying to understand this concept as a dynamic system, that is, therefore open, self-organized and non-linear. We also discuss the necessity of considering the integration of different forms of communication (verbal and nonverbal) involved in the act of reading digital texts, as well as considering some of the differences that they present in relation to graphics elements explored at those environments, and the navigation mechanisms that are different from the ones we usually find at printed texts. In the final part of this paper, we discuss results of researches that help us to understand reading as a complex adaptive system of processing multimodal texts that involves also abilities of navigation.

The aim of this paper is arguing that neurons must be recycled to learn how to deal with the recognition of the written word. The empirical evidence is given by neuroscience results. They demonstrate that: 1st, universally, there is a specialized region in the brain for recognizing the written word, the occipito-temporal ventral region; 2nd, neurons belonging to the mentioned region are not bio-psychologically programmed for recognizing the written word; 3rd, recognition is possible thanks to learning mechanisms, namely, to humans’ neuronal plasticity; to specialization of secondary and tertiary regions and to the interconnections among various language and cognitive regions, which allow recognizing the articulation of graphic invariant features, resulting in letter(s) that represent phonemes both with the function of distinguishing meaning. The paper ends with paleographic findings which show how metonymic processes played a role, structuring written systems and adapting them to the processing constraints of the human brain.

The article is the axis of Psycholinguistic Research. First, are presented background and paths that are being used to develop studies in this area. Then, the psycholinguistic research is analyzed from the standpoint of the theme, the interfaces and methods, being reported some psycholinguistic studies conducted in this direction, in the Center of Reference for the Development of Language - CELIN coordinated by the author of this article. Finally, are presented final comments on the future perspective of psycholinguistic studies.

Considering the import increase of longevity in the world and in Brazil, interventions of health promotion and education specific to healthy elderly adults are essential and socially relevant. This paper presents the planning of two programs of cognitive intervention for adults 60-80 years of age in the indirect mode, literature, and direct, of neuropsychology. From the specific national and international bibliography and the technique of brainstorming with professionals involved in the intervention area were built two programs to be administered in groups of up to 10 people, with neuropsychological assessment pre-and post-intervention in 12 sessions lasting an hour and a half. The intervention program arising from the literature proposes activities involving oral and written language, modality literary poetry. The intervention program includes activities derived from the neuropsychology of cognitive training with specific techniques of stimulation of four components of the cognitive function of working memory. Such programs appear to answer the methodological suggestions in the knowledge of the area and should be developed with two groups of elderly adults to verify their effectiveness in human cognition. It intends to stimulate the promotion of more interventive actions by means of a multidisciplinary approach to cognitive stimulation of elderly people.

This essay presents some thoughts on the literature studies based on distance learning experiences in two courses of UFSC: Libras (Brazilian Sign Language) and Portuguese Language.

Like a meaning vehicle to young people development, the teen literature can have topics about ideal society. However it’s literature, then it’s opening to some possibilities around reality, as a local experience as a world experience. Some writings registered on government program Programa Nacional Biblioteca da Escola (PNBE) appoint ways to teen’s fiction in 2000, among them the realist literature and utopia in news aesthetic purpose.

The article is specially based on the ideas of José María Pozuelo Ivancos and Itamar Even-Zohar. Firstly, it discusses the concept of canon, in a wide perspective and then it concentrates on specific questioning of school canonization of literature for children and young people, by addressing how it is selected and who selects the texts in school nowadayas. Throughout the article it is discussed, more or less directly and in their relationships with the educational system, aspects such as the formation of literary history, the criteria on which literary tradition is placed, the production of anthologies, the teaching of literature in different levels of education, and, specially, the agents involved in the process of canonization of literary works for children and young people in contemporary societies.

The work carries out a comparative analysis of contemporary young-adult narratives from Brazilian and Galician literatures, dealing with questions connected to cultural diversity and to the minority/majority dialectic. Representations of teenagers are approached, according to a game of approximation and distance, as they see themselves under coercions of cultures that circulate in the modern urban societies, different to the one they used to live in their houses and with their families. In order to raise the thematic-formal aspects of which the study is consisted of, works legitimated by literary institutions in their respective countries were selected, with the aim of analyzing them without letting the aesthetic treatment bestowed by the authors upon the themes on the agenda out of sight.

This research, inserted in Psycholinguistics and having and interface with Neuroscience, aims to map brain function during the activity of reading scientific texts. The theories behind this work lie in linguistics, neuroscience and neurophysiology fields – an integration that seeks to examine aspects of higher cognitive functions involved in reading and comprehension of texts. The sample is consisted by two undergraduate students of Languages/English, who underwent pre-test and post-test functional MRI, a process punctuated by pedagogical intervention. The results may imply that systematic teaching of reading strategies and textual-discursive features promotes learning and improves student’s performance in relation to reading comprehension.

This research describes and analyses, through specific tests, the reading, the writing and the awareness syntactic of the students that begin their learning with 6 years old in Elementary School. The application of the tests was in 14 students (8 girls and 6 boys) that were 6 years old completed. The results were analyzed and compared. These results made it possible to verify the relationship between linguistic abilities, reading and writing. It made it possible too verify how these abilities are evaluated by the students’ teachers.

This study aims at introducing the Project Radical Reading, an investigation of the fundamental ideas of radical constructivism (GLASERSFELD, 1996) and its repercussions on the conceptions of knowledge, language and reading, as well as on education and the transposition of this theoretical basis for a practical experience with literary reading in the classroom. The results of the experience suggest that a radical constructivist approach for the literary reading process in the classroom involves text appropriation and active interpretation by the reader, the sharing of the text and of the world and the understanding of others, as well as the responsibilization for the experiential world and for its change.

A pesquisadora em entrevista.

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Le DELFOS, Espace de Documentation et Mémoire Culturelle, créé en 2008 par la PUCRS, rassemble documents et objets des 39 fonds provenant des facultés de Lettres, Communication Sociale, Philosophie et Sciences Humaines – Histoire et Architecture. Cet Espace a pour objectif la préservation, l’étude et la divulgation de ces objets culturels. Le présent article relate une brève histoire des groupes de recherche qui se dédient à la sauvegarde de ces fonds qui aujourd’hui constituent le DELFOS.

Les documents et les archives relatifs au processus de création portent en eux les évidences d’une interaction de l’esprit créateur avec lui-même, avec la matière de sa construction, avec l’environnement et avec le public. Cela révèle une cartographie intime de cet espace qu’est la création dans le domaine des Arts. L’objectif de cet article est de situer, circonscrire et présenter une analyse des documents de Shirley Paes Leme, matériel inestimable pour la recherche en critique génétique et sur le processus de création dans les Arts Visuels au Brésil. Compris comme lieu de stockage, de réflexions et d’expérimentations, ces documents et archives d’artistes permettent d’analyser comment le texte verbal et le texte visuel opèrent la médiation entre le plan des idées et le plan matériel de l’élaboration de l’oeuvre. Ensemble, images et mots permettent de comprendre les processus généraux de l’investigation selon une méthode propre aux documents d’artistes, qui s’appuie sur l’interaction de méthodologies relatives à la critique génétique et à l’histoire de l’art de façon investigatrice, critique et suffisamment flexible afin que les aspects de la diversité de chaque artiste, de chaque processus, soient respectés.

Letters, documents and material traces of the creative process, the manuscripts of writers are important data for understanding the creative process. We will do a synthesis of material that can be found in the files – Museu of Brasilian literature of the Rui Barbosa, taking for example, principally, the writings of Pedro Nava, Clarice Lispector and Vinicius of Moraes.

Les théories critiques des dernières années ont contribué à l’effacement progressif de l’intérêt pour les recherches concernant les sources primaires, ceci en valorisant le texte dans son intégrité esthétique et en ne s’intéressant pas aux coulisses de la création. Le retour de la critique vers la figure de l’auteur est significatif, et, dans la recherche sur les archives, il réapparaît dans sa trace et son résidu, sa marque auctoriale. Une ébauche de biographie intellectuelle émane de ces papiers lorsqu’ils sont incorporés au texte en devenir. Les coulisses de la création, les expériences vécues par l’auteur, liées à sa production littéraire et existentielle, constituent des lieux encore méconnus de la critique et dont le public devra prendre connaissance. La critique génétique responsable de l’élucidation de la genèse écrite, fait aussi partie de l’apparat biographique, qui considère importante la comparaison du manuscrit et du texte définitif des auteurs, prise en parallèle avec la trajectoire littéraire de l’écrivain, sa relation avec les instruments d’écriture, ainsi que le lieu choisi pour exercer son office.

Le poète António Nobre nous a laissé deux volumes posthumes : Despedidas, publié en 1902, qui réunit sa production poétique de 1895 à 1899, et Primeiros Versos, donné à l’éditeur en 1921, qui inclut des textes de la période comprise entre 1882 et 1889. L’édition de 1921 étant posthume, il n’y a pas d’informations précises sur la manière dont a été réuni et organisé le fonds, ni sur l’identité de son éditeur. Afin d’éclaircir les doutes et de corriger les manques, une édition critico-génétique est nécessaire pour établir le texte, scientifiquement correct, dont j’exemplifierai le modèle avec un poème concret.