Denise Lino de Araújo

Letramento: um fenômeno plural

This article has the main objective of discussing three literacy approaches: critical (BARTON; HAMILTON, 2000, GEE, 2000), socio-pragmatic (MEY, 2001) and socio-rhetoric (BAZERMAN, 2007). Based on this discussion, it is possible to observe that the defenders of these approaches share the same principle, although they use different names and stress different aspects - both the social and individual factors seem to interfere in the format of the literacy practices demonstrated by the subjects.

Correlação entre carta-protesto e histórico de letramento do candidato: uma análise de redações do vestibular

Considering that some institutions, as the Universidade Federal de Campina Grande (UFCG), are now asking in the composition test that the candidates write a specific textual genre - and not, as before, a free style composition - in most of the exams to attend the university, the present paper aims at (1) assessing the required lettering practices in the production of a protest letter, as asked in the exam for the UFCG in 2007, and (2) investigate the correlation between the practices shown by the candidates in the production of the letter, and his/her lettering background. For such a goal, a descriptive-interpretive research was carried out, whose corpus was constituted by the test applied in the referred exam, as well as by a sample of the letters produced by the candidates, in addition to interviews with those candidates. The data were analyzed based on the studies on critical lettering (BATON; HAMILTON, 2000; GEE, 2000), and suggest that the lettering history of the candidates constitutes a decisive factor for the mobilization of lettered practices in compositions.

O ensino da colocação pronominal: aplicação de SD em turmas de terceiro ano do ensino médio

The purpose of this article is to describe and analyze a teaching experience on pronoun placement in two groups of 3rd year of high school. The experience was guided by the concepts of Teaching Sequence (Dolz, Noverraz, Schneuwly, 2004), Language Analysis (Kemiac and Lino de Araujo, 2010) and linguistic variation (Patriot, 2009, and Bagno, 2013). This experience focuses on the teaching of linguistic usage analysis of cases of enclisis, proclisis and mesoclisis, in many situations use; for this, the notion ofTS was reviewed and, based on Cunha (2012), it is understood as a set of organized activities to achieve a learning goal. The data analyzed stem from the ongoing evaluation of the SD, which led to the redirection of planning. The results indicate that the initial and final simulated were not the best indicators of learning. An activity of fixation made on the sixth module of SD presented the most reliable indicators of learning. Thus the conclusion is that diagnostics can not function as good indicators for the evaluation of a SD.