Suchergebnisse

Portuguese Language teaching has faced sustained challenges which address both theoretical and methodological issues towards its practice. Such issues refer to significant practices that provide pupils with a responsive language action. In this context, this paper aims to highlight misspellings which entail the interference of oral language into the writing of second year high school students. For this purpose, we seek to answer the following questions: what are the influences/marks of oral language in written texts of high school students? And how to handle these influences and reverse them according to the grammars of Standard Portuguese? Thus, in order to answer these questions, we support our discussion in light of the works of Marcuschi (2008; 2010); Fávero, et al. (2000); Kato (2002); Bortoni-Ricardo (2004; 2005). Through the analyses, we observed that although at the high school level, students still use oral language in their written texts, which implies either little knowledge of grammatical conventions or little mastery of the standard language. In addition, we believe that this influence may be a consequence of the lack of meaningful and oriented readings, which leads to a limited grammatical and enunciative repertoire.

In African Agrarian Societies greeting and leave-taking rituals are an essential part of the communication processes that constitute these societies as collective entities. Through elaborate forms of greeting and leave-taking people initiate and end communication and interaction processes within a framework of collective identities and cultures. Intricate greeting rituals allow to deal with all forms of encounters, with living people as well as with the spirits of the deceased. Greeting rituals are acquired through lengthy periods of learning. Their mastery is the sign of being an adult and competent member of society. External actors from different cultures often seem to be unaware of the subtleties of these greeting rituals. They ignore them at a cost. This essay provides some insights into the inner workings of African societies concerning the framing of most of their internal and external communication processes that are as vital for their lifeworlds as they are for their interaction with external actors from different spheres. Analysing the societies in a comprehensive manner as self-organising entities within an ethnic matrix clearly shows the limits of reducing greeting rituals to mere speech acts between individuals and proves that some of the fundamental assumptions of modern communication theories are not valid for African Agrarian Societies.

O artigo aborda a operação da adolescência em contextos que possibilitam a subversão discursiva e o questionamento do lugar de mestria no laço social. Para tanto, focaliza-se o movimento Ocupa Escola e são tecidas aproximações com o movimento de maio de 1968. Na interface entre a psicanálise, a educação, e a política, analisa-se os laços sociais presentes nas ocupações de escolas, seja através da concepção de fratria, extraída do paradigma freudiano, seja pela proposição dos discursos em Lacan. As ocupações permitem pensar sobre a possibilidade de instauração de novos modos de fazer laço dentro da escola, protagonizados pelos adolescentes, que dão lugar ao desejo e ao singular na transmissão do saber. ; The article discusses the operation of adolescence in contexts that make possible the discursive subversion and the questioning of the mastery place in the social bond. To that end, the authors focus on the Occupy School movement and make approximations with the May 1968 movement. At the interface between psychoanalysis, education and politics, it analyses the social bonds present in school occupations, whether through the conception of phratry, extracted from the Freudian paradigm, or by the proposition of the discourses in Lacan's theory. The occupations allow us to think about the possibility of establishing new ways of bonding within school, carried out by the adolescents, who give way to desire and to the singular dimension in the transmission of knowledge.