RCAAP Repository

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The main goal of this paper is to discuss temporal and aspectual features of sentences with clauses introduced by the connectives antes de + Infinitivo (‘before’ + Infinitive) and depois de + Infinitivo (‘after’ + Infinitive) combined with situations in the Pretérito Perfeito in European Portuguese. Our discussion is based on the widespread view that these clauses are locating adverbials (cf. Kamp and Reyle (1993)) with temporal information of anteriority, in the case of antes de, and posteriority, in the case of depois de. However, this analysis is not as straightforward as one would expect, because, while before-clauses consistently render the same temporal relation (of anteriority), after-clauses may convey a temporal relation of inclusion, in addition to the standard posteriority relation. We put forward the hypothesis that aspectual characteristics play an important role in these differences, insofar as allowing a temporal reading that at first sight is not predicted from the semantic nature of the connective. In order to maintain a uniform treatment of before and after-clauses with respect to their temporal features, accounting simultaneously for the differences that emerge in their linguistic behaviour, we claim, along with Beaver & Condoravdi (2003) and Condoravdi (2010), that the locating time interval provided by these clauses is bounded to the left, but not to the right, that is, what is focused is the initial frontier of the situation that provides the time interval, leaving the final one undetermined. Furthermore, we show that, although the temporal mechanisms are parallel, the interference of aspectual properties leads to interesting differences in the final interpretation of before and after-sentences.

The present article is based on Aaron and Joshi (1989), GirolamiBoulinier, Pinto (1994), Pinto (1998) and Grabe (2009), researchers which had confirmed through their studies the need to link research on reading concerning the writing systems of the learners. The article also highlights the research of Scliar-Cabral (2003), a work in which the author makes a detailed study on the principles of the Brazilian Portuguese alphabetic system. In the aforementioned investigations, which mostly involved only the written alphabetic systems, the researchers based their studies on the analysis of phonological fundamentals of writing when the learner was starting to read, although the tradition of cognitive psychology is to investigate reading in a dissociated and independent mode. Therefore, the objective of this study is to propose the approach of reading difficulties, or lack of reading or even problems of reading learning in the school context, considering two analytical focuses: the nature of the orthographic system and the prevention and early detection of pathological cases (developmental dyslexia). For this purpose, two main sources of reading studies: biological (natural sciences) and the human and social sciences (Fijalkow 2014). The proposal aims to collect information from different sources in order to enable the construction of an analytical foundation to support the elementary education teachers more effectively as it regards to the relations between reading, phonology and orthography in Brazilian Portuguese. According to this perspective, three reading routes are presented as an alternative for theoretical and methodological basis instead of dual route, which is usually referred in studies regarding the school context. Finally, the presented proposal is justified due to the nature of language (psychological and social); at last, it is reiterated that the focus set of reading/writing system requires a description/explanation placing the beginner in reading, as the situational, social and cultural context. This can be done considering its variety of speech (incidental acquisition) and reading learning, concerning the orthographic system in which the reader is learning how to read/write.

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Teaching pronunciation especially in Second Language (L2) and Foreign Language (FL) learning situations has traditionally involved some haphazard practices and procedures such as dealing with it mechanically and exclusively through modeling by the instructor and repetition by the learner as if speech is a mechanical skill and the exclusive function of the auditory sense. Moreover, teaching pronunciation in those situations has often failed to focus on aspects that are more important for eff ective and effi cient communication and comprehension. Generally speaking, this paper is an attempt at shifting the pedagogy of teaching pronunciation in the cognitive direction since speech is physical only at its surface structure, but distinctly cognitive at its deep structure with the brain being at the helm of the effi cient process of speech. This pedagogical shift is premised on two major principles. First, it  promotes a multisensory (auditory, visual, tactile-kinesthetic) and multicognitive (think, associate, analyze, synthesize etc…) approach (MMA) to replace the exclusively auditory one and build sets of teaching and learning strategies based on those three senses to function jointly whenever relevant. Second, to respond to the failure to secure effi cient pronunciation with no or with minimum accent, the dichotomy of phonological accent vs. phonetic accent is introduced. Phonological accent results from mispronunciations that lead to radical semantic (meaning) change, whereas phonetic accent rarely interferes with meaning. From a didactic perspective, priority in teaching L2 or FL pronunciation should be geared in the direction of overcoming phonological accent fi rst and then work on phonetic accent.

Este estudo visa conhecer as razões que levam à escolha de um curso de formação para a docência em Educação Física e identificar os agentes de socialização para esta profissão. Na componente extensiva foi aplicado um questionário a todos os estudantes do primeiro ano do segundo ciclo de estudos da Faculdade de Desporto da Universidade do Porto e na intensiva uma entrevista semiestruturada a 10 estudantes. Na análise utilizou-se estatística descritiva e análise de conteúdo. Nas razões invocadas para a escolha da profissão prevalecem as intrínsecas, seguidas das extrínsecas e, por último, as altruístas. A família emergiu como o principal agente de socialização para a prática desportiva e o professor de Educação Física para a docência.

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Framing is part of the celebrations of the «500th anniversary of the edition of Praise of Folly (1511) Erasmus and Europe, this article proposes an interpretation of the work based on the search for a definition for” folly».

Adjectives have the exclusive property of being attributive nominal modifiers (or ‘epithets’). This exclusivity allows them to integrate the DP as modifiers of the lexical head N, while sharing, in Romance, its inflectional features. Some conversion models, however, allow the projection of a DP with two nominal heads in a modifying relation. Departing from previous proposals in Portuguese (Rio Torto 1998, Villalva 2003, Ranchhod 2003), our analysis implies that some N1N2 endocentric sequences, like «criança modelo» (child model) or “império fantasma” (empire ghost), in fact correspond to a modified structure, where N2 is an “attributive noun” (Martinho 2007). In these N1N2 “binominal modified constructions”, usually classified as cases of “adjunction”, we will consider, based on a corpus of cases from the CETEM database, that N2 appear to be a mixed category. Since N2 checks some basic adjectival properties (eg., N2 accepts multiple modification, predicative position and typical adjectival prefixation), we argue that this mixed category is equivalent to an adjectival modifier. Moreover, since N2 is only partially meeting these same properties (eg., N2 has no degree), we conclude that, in this kind of modification common to all Romance languages (Fabre 1996, Villoing 2002, Savary 2004 , Montermini 2006), the N2 nominal epithet is converted into a relational adjective (Demonte 1999).

In a context subsequent to the portuguese independance recovered in 1640 (“Restauração“) the choices of the royal weddings of the baroque time and their celebrations present themselves as rhetorics of political statement and independancy consolidation both in internal and external terms. The political use of pageantry in court rituals shows and festivities staged as means of exteriorization and propagation of a centralizing royal power.

Using critical theory, this paper first confronts critically the relationship between education and performance in light of globalisation and its underlying neo­‑liberal ideology. This comparison reveals that there is a definite compatibility between them, but it is fully slanted towards efficiency logic and human capital production. Then, adopting a critical attitude, the paper questions this direction, in the name of the emancipation and citizenship prospects, which brought the school system reorganisation by democratic nation­‑states. The current choices have distorted these objectives and have redirected them towards utilitarian learnings and an increasingly therapeutic socialisation. Finally, the paper stresses the inseparability between the performance issue, the social equity issue and the education/teaching effectiveness issue in order to highlight the need for taking into account qualitative dimensions, which stem from the background and the pupils, so as to focus much more on learning processes, rather than on learning outcomes themselves.

O artigo pretende equacionar a relação entre movimentos sociais e inovação social, problematizando as suas aposições e interseções, defendendo os primeiros enquanto palcos e atores privilegiados de inovação social. Partindo da revisão teórica do conceito de inovação social, são em seguida tomados alguns dos elementos da proposta de análise dos movimentos sociais e da ação coletiva, no sentido de compreender a inovação enquanto fenómeno eminentemente coletivo. Sem se negligenciar a referência a alguns casos empíricos, reflete-se, ainda, sobre um conjunto de interrogações que uma tal proposta acarreta.

This article is in the current turmoil of education systems engaged in complex processes of reform and adapting their curriculum. Relieving the outset of the curriculum when it undergoes reduction is assimilated like an educational program, the article establishes a hierarchical inclusion relationship between the two concepts: a curriculum includes educational programs and not the reverse. Positioned downstream of educational policies and upstream of teaching practice, curriculum acts as a transmitter of educational policies towards pedagogical action. The work of educational policies transmitter is specified through a curricular transposition process. The different steps of the process are embodied in the reality of an education system by the various curriculum businesses Finally, a conceptual framework organizes the concept of curriculum around three functional managers.

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The learning goals in the area of foreign language teaching in today’s world need to be defined anew, one of their main features being the giving up the construct of the native speaker as the paradigm of reference. It needs to be replaced by a set of the individual’s competences in different languages,that are variable and will have to be exercised in differentiated contexts and situations. The plurilingual approaches might be an appropriate response to these demands; taking as a starting point the concept of plurilingual competence, and building up on Cummins’ hypothesis of linguistic interdependence, a pedagogical model is put forward, that is being worked on for its later implementation in some different contexts of the language teaching in Spain. The model, which encompasses the whole of the languages repertoire of each individual learner, and aims at developing altogether the plurilingual competence and the intercultural awareness, will be tried out in a number of schools with different characteristics as to their educational level and sociopolitical context, and will be validated following the formative research methodology.

Este artigo, de natureza teórica, é um ensaio em que se dão a conhecer os conceitos e a linguagem da construção científica da análise de redes sociais e os seus contributos para o debate sobre uma sociologia das redes sociais. Esta reflexão procura encetar uma discussão de contexto sobre os pressupostos que podem contribuir para o desenvolvimento de uma sociologia especializada onde impere a análise das redes sociais como forma de compreender a realidade social. A abordagem das redes sociais, o olhar das redes enquanto “novo” paradigma nas ciências sociais e humanas e algumas pistas para aplicação, são outros dos enfoques que compõem esta reflexão téorica.