Linguagem em Foco Scientific Journal

Expediente

2025-09-30T11:19:11-03:00

Literature in the portuguese language classes

2024-12-16T20:15:42-03:00

The space designated for teaching literature is ensured in official guiding documents, including the DCRC (2019). However, this space does not guarantee adequate instruction for the formation of literary readers in the school context. This work presents an excerpt from the dissertation submitted to the Postgraduate Program in Applied Linguistics at the Universidade Estadual do Ceará (State University of Ceará) – POSLA/UECE – in which we aimed to analyze how literary reading activities of the diary textual genre (inspired by Cosson's basic sequence) could contribute to the process of literary literacy and the integration of 8th-grade students from a public school in Fortaleza into a community of readers. Regarding the theoretical foundation, we reflect on the concept of ideological literacy proposed by Street (2014) and Cosson's literary literacy (2019, 2020a; 2020b) and their implications for teaching literary reading in the school context. As for the methodological procedures adopted in our work, we classify our research as inspired by action research. With the systematization of the literary reading activities proposed in the research, the strengthening of the group's literary literacy was made possible, resulting in a community of readers more engaged in group reading interactions inside and outside the school.

Multiliteracies on the Amazonas high school curriculum

2025-04-02T07:42:28-03:00

Within the implementation scope of the Common National Curricular Base, the Amazonas State network approved, in 2021, the Amazonas Curricular Reference – High School Stage (RCA-AM) and the High School Curricular and Pedagogical Proposal (PCP-EM), curricular documents for the territory and schools linked to SEDUC-AM. Faced that, our interest is in the multiliteracies practices expected in the Portuguese language curriculum in high school. For such, this paper aims to analyze the language practices of the journalistic-media field in the high school curriculum from Amazonas, in light of multiliteracies. In that regard, we discuss the emergence of multiliteracies pedagogy, its insertion in curricular approaches, at national and state levels, and the implications for the teaching of the Portuguese language. This qualitative research is based on Applied Linguistics, whose documentary method allowed us to carry out an interpretative analysis, with the objects being the language practices of the journalistic-media field expected in the high school curriculum documents. Among the ten skills expected in the journalistic-media field, we selected four to discuss in the preliminary analysis, making it clear that the skills contemplate aspects of the pedagogy of multiliteracies, however, in the definition of the objects of knowledge and detailing of the Amazonian curriculum there is a distance from the critical propositions contemplated by multiliteracies. Therefore, the skills analyzed, despite being interrelated with multiliterate language practices, present a distance from language genres and practices, as well as a lack of approach to local cultural diversities.

Institucional

2025-09-30T11:20:26-03:00

Cu-ir/ “queer revisionist investigations”/

2025-02-18T20:36:45-03:00

This reflection discusses the proposal of “queer revisionist research”, based on McBeth (2019), on queer/cu-ir literature. Constroi a plot of dialogues from studies with other texts, in order to construct a problematization about American culture in gender and sexuality, education and state, in the XX century and in the beginning of the XXI century, to problematize the relationship between queer subjects, their discontents and the proposal of queer/cu-ir studies. Place the discussion in its relationship with the offer, in 2023, in the Queer Linguistics discipline (LQ), in the Literature course (UFAL-Campus do Sertão), establishing links between them. It opens up other possibilities for reflection on queer/cu-ir studies in Brazilian lands. It marks the character of two subjects and queer/cu-ir studies in the American context and likewise a nomad perspective of knowledge, and its incursions in Brazil. This essay offers a debate about LQ as a curricular component in teacher training, a tendency towards its theoretical-conceital foundation and possible implications in professional (and personal) training, to (re)think or think, unlearn or learned, thus participating in (revisionist) queer/cu-ir research. Texts by Butler (2002), Bretas (Enciclopedia, 2021), Louro (2004a; 2004b), Lucchesi (2020), York (2022) and Romero (2016) are mobilized among other reflections.