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Neste artigo, nossos objetivos foram descrever o Programa Foreign Language Teaching Assistant da Comissão Fulbright e discutir como os bolsistas desse programa, os FLTAs, atuam como agentes de uma política linguística de difusão do português em instituições de ensino superior dos Estados Unidos da América (EUA). Para tanto, analisamos, a partir da concepção processual de política linguística de Johnson (2013), que coloca a agência como um dos elementos centrais na compreensão do fenômeno, dados documentais e entrevistas semiestruturadas realizadas com alguns dos jovens professores brasileiros que são enviados para aquele país. Os resultados demonstram que o envio de jovens professores brasileiros para ensinar português nos EUA é parte de uma grande política externa que começou a ser implantada no final da Segunda Guerra Mundial, em uma tentativa do governo norte-americano de exercer o que tem sido entendido como soft power. Nas últimas 12 edições do programa, focalizadas neste trabalho, mais de 300 profissionais atuaram, de forma individual e coletiva, tanto dentro quanto fora de salas de aula em quase todos os estados norte-americanos como agentes de difusão do português brasileiro, mesmo, por vezes, encontrando restrições a suas atuações. ; This paper aimed to describe the language policy developed by The Fulbright Foreign Language Teaching Assistant Program (FLTA) and to discuss the agency of its fellows to the spread Brazilian Portuguese in higher education institutions in the USA. Based on the theoretical notion of language policy as a process (RICENTO; HORNBERGER, 1996; JOHNSON, 2013; JOHNSON; JOHNSON, 2015), we analyzed a corpora consisting of documentary data, information gathered through telephone calls and e-mails, and semi-structured interviews with members of the Fulbright Commission Brazil and former Brazilian FLTAs. This is a qualitative-interpretative study (LIN, 2015) of the texts-discourses that are part of the corpora. The results show the levels and the main agents that are part of this language policy – from the US government to the Brazilian teachers – as illustrated using the onion metaphor with concentric circles that indicate the several layers where these agents act. Results also found there is little formalization of a language policy education for foreign/additional languages by the FLTA Program. This makes the Brazilian FLTAs, who act sometimes collectively and sometimes individually, the main force to form a language policy to spread Brazilian Portuguese in the USA.

The core goal of this research is to verify how the application of the "web language" used in
Virtual Learning Environments (VLE), over the mathematical symbolic language, can interfere in the
interpretation of mathematical problems formulated with the use of the web language. For answering this
question, a qualitative research mixed with quantitative aspects that can contribute for understanding the
phenomena's involved was held. The analysis of the data researched permitted to conclude that the web
language, conjugated to the media on it is inserted, can bring problems of interpretation and comprehension
about the statements of the problems. It is realized that the difficulties are more evident when the computer
media is used, rather than the paper media. The subjects manage to interpret in a correct way the statements
proposed in the web language, and they also manage to use the computer to solve problems that utilize
mathematical symbology, as long as they have access to the necessary resources. The junction of the computer
media and the web language presented difficulties to the participating subjects in the research. For remedying
or minimizing these problems, it is suggested that should occur an improvement in the communication between
the user and the text presented to him. To comply with this suggestion, the texts used in VLE must be elaborated
so that they are suitable to the form of reading practiced on the web. The use of these resources in the writing of
the text, if it doesn't guarantee the elimination of the problems observed, can open a new perspective of the
analysis for these problems.

As línguas de sinais que são visuais-espaciais oferecem um campo de análise que se refere aos possíveis efeitos que a diferença na modalidade pode implicar para as teorias lingüísticas e para as análises discursivas. Neste artigo, vamos nos deter a discutir os efeitos de modalidade na perspectiva teórica apresentando uma revisão dos estudos clássicos das línguas de sinais, bem como dos estudos que buscam compreender as especificidades dessas línguas.

This article presents and seeks to reflect the results of research conducted on the use of Laptop at school, considering the program UCA (One Computer per Student) a newly implemented innovation in some schools in the municipality of Tocantinópolis. The research developed from studies of child development comparing some theoretical propositions on child behavior with the children of today who are born inserted into a culture based on the use of digital media that have become popular and are available to all social classes. From these studies, we analyzed using the laptop on a Full-Time State School in order to realize as is being seen the incorporation of computer use in school every day and that different activities are being developed from the project implementation. Data analysis sought to understand whether the use of the Internet at school helps children build autonomy or captive maintains pre-set programs. The study showed that the great glimpse is that teachers have difficulties in working with the media as an ally, on the other hand, the program offers a plaster content without the teacher and students can use the device with freedom to create other possibilities.