RCAAP Repository

The words of a text are not predetermined. The writer makes choices among the possibilities offered by the language. Linguistic development brings with it the increase of lexical, syntactic, semantic, and textual resources. Does this development draw a more direct path to the text, or does it activate a higher level of choices and decisions during writing? The current study analysed the evolution of the components of formulation and reformulation in the writing process of students attending Portuguese basic education. The data comes from the interaction between students of different years (2nd to 8th), organized in small groups, to write a text collaboratively. The analysis focused on the formulation/reformulation operations carried out during text construction. The results show an expansion of the possibilities considered, from the initial school years to the more advanced levels. This movement implies the need to reinforce the ability to rewrite and reformulate, in learning to write.

Models of proficient reading comprehension did not explain skill development. Connor’s model of the development of reading comprehension (CONNOR, 2016a), based on consistent empirical findings, brings together elements from previous models and, within the framework of the bioecological paradigm of child development, includes the social aspects of cognition and the instructional factor. In the present theoretical work we aim to detail Connor’s lattice model and the empirical studies that support it in order to: (1) highlight the theoretical advance that it represents in the understanding of the skill, by tracing a brief history of the models of reading comprehension; and (2) emphasize the clear educational implication: instruction is key to skill development, and will be effective to the extent that it is compatible with the learner’s linguistic and sociocognitive skills, that is, with individual differences, which implicates some degree of individualized instruction.

The purpose of this article is to verify the development of phonological awareness of French children throughout the preparatory course in two different teaching contexts. The study takes place in two primary schools, located close to the city of Grenoble-France. We verify such progress with 15 students from school A and 15 from B. The phonological awareness test (PAT) was used to assess the different levels of phonological awareness at the beginning and end of the school year. At the beginning of the year, students in class-B had better results in all the tasks of the PAT. We have observed no significant differences between the two groups at the end of the year. It is possible that the educational and pedagogical context of the two classes played an essential role in this result because the teaching of class A is the one that reinforces more the training of phonological awareness. 

The aim of this paper is to present the instrument AFLeT (Textual Reading Fluency Assessment) and one of its validity studies (correlation with other tests that evaluate theoretically related constructs). The instrument main characteristic is its comprehensiveness of reading evaluation, once the AFLeT covers reading fluency in all its dimensions, i.e. the processing of decoding, prosody, speed, and reading comprehension. The normative sample was composed of 200 Brazilian children from 7 to 10 years old, students from 2nd to the 4th year of the Elementary School in public and private schools in Rio Grande do Sul. The results of one of the psychometric studies have shown that the scores in AFLeT are significantly correlated with performance in tasks that measure concepts theoretically related to reading fluency (reading of words and pseudowords and rapid serial naming).

The aim of this study is to analyze lexical disambiguation during reading comprehension in English as a foreign language (EFL). It is known that in order to disambiguate a word the reader usually relies on the context, thus, the research is theoretically based on the definition of context, and counts on a lexical theory named Lexical Quality Hypothesis (HQL) that explains how the characteristics of a word (phonology and semantics, for example) are a fundamental part of reading comprehension. This study integrates a larger project still in progress, however, a case study is presented in order to analyze the ambiguity in the words record and track in different contexts of use. Preliminary results show that the characteristics of words, as well as the different types of context, are not unrelated to the phenomenon of disambiguation, although the reader is not always aware of the need to disambiguate even he/she understands what was read.

This article considers reading as a complex cognitive activity, with characteristics of a subsystem which is part of a larger dynamic system called language. In this perspective, reading is seen as a complex emergence resulting from the actuation of several situated factors, such as, intra/intersubjective ones, psychological ones, corporeal ones, ecological ones, historical ones, sociocultural ones, among others, that interact in the flow of the process of reading comprehension and sense construction. Thus, we present a reading view focusing on the concepts and characteristics of Complex Adaptive Systems Theory (from now on SAC), namely, the concepts of system, subsystem, attractors, triggers and phase-spaces, trying to correlate them with the process of reading understanding. We focus mainly on demonstrating the aspects of reading which make it a complex adaptive subsystem and the flow of the attractors that direct the textual cues to a given state of system preference – phase states.

This article aims at criticizing the way the notion of discursive ethos has been generally used by discourse analysts for about fifteen years. This criticism is at the same time self-criticism, because from the 1980’s on I contributed to develop this field of research. Firstly, I try to analyze the content of the notion of ethos, which I divide into three dimensions: “categorial”, “experiential”, “ideological”. Such a division allows us to take into account the full diversity of activity. Secondly, I reflect on the very process through which addressees construct ethos; this reflection draws on data from matchmaking websites, not from the kind of corpora (political discourse, advertising, literature...) that are usually analyzed by the researchers who work on ethos. Thirdly, this article deals with the problems that one encounters when one studies texts in which iconic and verbal dimensions are tightly connected. Two kinds of data are taken into consideration: websites, which imply both digital and verbal ethos, and commercials.

This paper aims at discussing the concept of ethos from a singular perspective, considering it as a device built in solidarity with scenography. Based on global semantics, understood as a theoretical horizon outlined by Dominique Maingueneau (1984; 2008), we focus this debate on Carmen – les racines d’un mythe, a work not yet translated into Portuguese, written at the same time of Genèses du discours. What we intend, by bringing both works together, is to explain the theoretical framework created in Genèses, especially scenography and ethos, as articulating elements for the author’s reading of Carmen.

Contributing to the debate on online intimidating discourses, this article analyzed the discursive ethos and scenography of the web A voice for Men Brazil – AVfM. The analyzed data, where several verbal and non-verbal elements were taken into account, allows us to identify a simulacrum of subjugated counter-public ethos that perpetuates stereotypes, accentuates gender differences, and could incites hatred against the female sex, more specifically against the feminist women.

Os debates que envolvem o status de autora atualmente cristalizam as tensões, o que testemunha em particular a polêmica viva em torno do substantivo feminino autora. Essas questões sobre o status das mulheres criadoras parecem ainda mais fortes e mais ativas quando se trata de mulheres pertencentes às literaturas em língua francesa. As conexões entre a situação das mulheres e as dos autores francófonos são numerosas e concentram-se particularmente no que diz respeito à questão da legitimidade. Numa cena literária predominantemente dominada por escritores, homens, sobretudo brancos e ocidentais, escrever em francês como mulheres estrangeiras constitui um duplo desafio e implica uma necessidade de justificação. Para a presente reflexão, nos concentraremos no trabalho de Assia Djebar, primeira escritora de língua francesa a ingressar na Academia Francesa em 2005. Polimorfa, sua obra, tanto literária quanto fílmica, tende a retornar incessantemente, como um leitmotiv, por sua autoria, construindo assim sua própria representação e imagem de si (AMOSSY, 2010). É nisto que o ethos de escritora participa de uma encenação muito particular, que é ao mesmo tempo da literatura feminina e da literatura pós-colonial.

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La notion d’ethos discursif a été l’objet de différentes recherches portant sur l’image de l’énonciateur produite par le discours. Cette image, selon Maingueneau (2005, 2006, 2008, 2014), se construit dans les discours à travers ses multiples relations avec l’autre (sujets et discours) et se dégage de l’articulation entre divers éléments (éthiques, esthétiques, psychiques), qui ont besoin de l'incorporation de l'interlocuteur pour l'appréhender dans un ensemble complexe de représentations sociales et culturelles[1].[1] Une partie des idées sur l’ethos ont été développées dans l’article Identidade, alteridade e cultura regional: a construção do ethos milongueiro gaúcho (DI FANTI, 2009).

The notion of discursive ethos has been the subject of various researches on the image of the enunciator produced by the discourse. This image, according to Maingueneau (2005, 2006, 2008, 2014), is built in the discourses through its multiple relations with the other (subjects and speeches) and it emerges from the articulation between various elements (ethical, aesthetic, psychic), which need the interlocutor's incorporation to be apprehended in a complex set of social and cultural representations[1].[1] Some of the ideas about ethos were developed in the article Identidade, alteridade e cultura regional: a construção do ethos milongueiro gaúcho (DI FANTI, 2009).

In recent decades, the world has witnessed the greatest migratory movements in its history since World War II. Not a day passes without the national or international press reporting the disappearance of migrants on the oceans of the planet, the dismantling of ‘wild’ camps of foreigners, or the implementation of new legal devices for the management of emigrants. From the invisibility of the 1990’s to the current escalation in the number of texts, migrants and refugees have become major players in the media and literary field. This article reflects upon the form of representation of this new social category in Brazilian modern literature.

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This paper aims to present an analysis on Milton Hatoum’s recent work, A Noite da Espera, published in 2017, and part of O Lugar mais Sombrio trilogy. The analysis of this fictional diary novel is engaged in the identification of the potentiality of self-representation as a means to selfknowledge, self-reflection and resistance against the double crisis experienced by the narrator, that is, a familiar one, and a historical-political one due to brazilian civil-military dictatorship. In addition, the trace elements and ruins are considered consequences of this critical process, what stands for the understanding of the diary as a more appropriate genre for this chaotic context.

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The phenomenon of marginal peripheral literature emerges in the contemporary Brazilian literary system as a movement that confronts the canonical tradition of literature, however appropriated as an element of legitimation. In this paper, we seek to highlight that the acts of institutionalization of the marginal peripheral literature maintains articulations with the modernist experience, operating literary and cultural displacements associated to the concept of anthropophagy, formulated by Oswald de Andrade as a proposal of interpretation of the Brazilian culture.

Inserted in the context of globalization, the contemporary Brazilian fiction receives and processes the culture inflows of the most recent stages of capitalism, in which standardized images, connected to dynamics of consumption, are disseminated. Besides, particularistic statements, related to space, ethnicity and gender, among different identity marks of otherness, could emerge in this condition. Carolina Maria de Jesus stands out in the beginning of this scenario as an (ex)centric author, producing a writing which escapes from any essentialism and presents the hybridity mark. This article pretends to analyze her particular decentering as the resulting phenomenon of a creation process, conceptualized by Raffaella Fernandez (2015) asa “poetic of residues”, which consists is a mixture of de-territorialized literary styles, often in conflict, becoming impossible to extract stable synthesis of Beyond all pity.

Through an analysis based on imagology, we will explore the different representations of women in Ana Paula Tavares’s book, its relationship with Angolan society and the way in which the book integrates the postcolonial paradigm.