Repositório RCAAP

A presente edição de Letras de Hoje, intitulada Linguagem: Linguística, Teoria da Literatura e interfaces, comemora 10 anos de existência do Centro de Referência para o Desenvolvimento da Linguagem – CELIN, cujo início das atividades tive a oportunidade de apoiar como diretora da Faculdade de Letras. Atualmente, como pró-reitora de graduação, tenho acompanhado o trabalho realizado no CELIN, estimulando as iniciativas que vi nascer e as que foram criadas ao longo de todos esses anos, tais como atividades de pesquisa em projetos envolvendo ações extensionistas que levam a literatura infanto-juvenil a escolas carentes da comunidade e à internação pediátrica do Sistema Único de Saúde do Hospital São Lucas. Para manter tais projetos conto com o incansável apoio da coordenadora do CELIN, professora Vera Wannmacher Pereira e da professora Maria Tereza Amodeo. O Centro, atualmente, está organizado em três núcleos – Cognição, Linguagem e Interfaces; Literatura e Interfaces; Tecnologias para Aprendizagem de Língua e Literatura. Constitui-se num espaço para desenvolvimento de projetos na área da linguagem, por meio de realização de ações integradas de pesquisa/ensino/extensão, pelo estabelecimento de vínculos entre graduação/pósgraduação e pela promoção de interfaces entre estudos linguísticos e literários entre si e com outras áreas do conhecimento, com especial relevo a Psicologia, História, Computação e Educação. Os projetos desenvolvidos no CELIN têm recebido apoio de vários órgãos de fomento à pesquisa, por meio de bolsas e recursos para equipamentos e materiais, tais como: FA PERGS , CN Pq e a própria PUCRS, por meio das bolsas BPA.

The article aims to contribute to the studies on teaching reading, through a new paradigm that associates Linguistics and Theory of Literature in the perspective of education by means of virtual learning objects. The reader, with the contribution of Linguistics, can realize the resources used by the author of the text, extending the possibilities of inference, reflection, association and filling the gaps of literary text. So the one who reads does it in relation to himself and in relation to he world around him, driven by the sensitive approach of reality built by the linguistic work of the writer.

The main aim of this text is to call the attention of those who deal with the child that he/she must be seen as a whole and exposed to the act of reading from an early age. To become a reader, the child needs to master the mechanism which allows him/her to know and recognize letters and words, as well as phonological processing. However, this more scientifically-based academic approach is not sufficient if we wish to emphasize not only decoding but also reading comprehension. In my opinion, reading is mainly about comprehension. However, the decoding stage should not be neglected and must become automatic as soon as possible in order to leave the child’s memory free to grasp the sense of what he/she is reading without the interference of lengthy decoding. Taking into account the benefits of an emergent literacy, the child has then to be familiar with reading through academic and play-based educational programmes. That said, it is not simply the intellectual side of the child that should be developed, but the whole child which includes other cognitive skills as well as the emotional and social benefits from symbolic and socio-dramatic play. As for the different types of reading practices, indirect reading is advocated here because of its potential for multi-cognitive language development and future reading success.

Although Darwin insisted that human intelligence could be fully explained by the theory of evolution, the codiscoverer of natural selection, Alfred Russel Wallace, claimed that abstract intelligence was of no use to ancestral humans and could only be explained by intelligent design.Wallace’s apparent paradox can be dissolved with two hypotheses about human cognition.One is that intelligence is an adaptation to a knowledge-using, socially interdependent lifestyle, the “cognitive niche”. This embraces the ability to overcome the evolutionary fixed defenses of plants and animals by applications of reasoning, including weapons, traps, coordinated driving of game, and detoxification of plants. Such reasoning exploits intuitive theories about different aspects of the world, such as objects, forces, paths, places, states, substances, and other people’s beliefs and desires. The theory explains many zoologically unusual traits in Homo sapiens, including our complex toolkit, wide range of habitats and diets, extended childhoods and long lives, hypersociality, complex mating, division into cultures, and language (which multiplies the benefit of knowledge because know-how is useful not only for its practical benefits but as a trade good with others, enhancing the evolution of cooperation). The second hypothesis is that humans possess an ability of metaphorical abstraction, which allows them to coopt faculties that originally evolved for physical problem-solving and social coordination, apply them to abstract subject matter, and combine them productively. These abilities can help explain the emergence of abstract cognition without supernatural or exotic evolutionary forces and are in principle testable by analyses of statistical signs of selection in the human genome.

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.