Désirée Motta-Roth

Análise crítica de gêneros: contribuições para o ensino e a pesquisa de linguagem

E crescente o interesse pela analise de praticas discursivas em contextos especificos, envolvendo atividades e papeis sociais recorrentes. O conceito de genero discursivo tem emergido como um uma ferramenta de teorizacao e de explanacao sobre como a linguagem funciona para criar e recontextualizar interacoes sociais. O objetivo do presente artigo e apresentar um levantamento amplo da discussao sobre o conceito de genero na literatura recente, especialmente em relacao a delimitacao, analise e interpretacao da linguagem como genero sob uma perspectiva critica. Contribuicoes para as praticas pedagogicas de linguagem sao apontadas, tomando por referencia a Analise de Generos, a Analise do Discurso Critica, a Linguistica Sistemico-Funcional e o Interacionismo Socio-Discursivo.

Organização retórica do gênero notícia de popularização da ciência: um estudo comparativo entre português e inglês

RESUMO O objetivo deste estudo e comparar a organizacao retorica de 30 noticias de popularizacao da ciencia, publicadas em portugues e em ingles, nos sites Ciencia Hoje On-line e BBC Online. De modo geral, encontramos a indicacao dos resultados gerais no lide, seguida da apresentacao da pesquisa por detalhamentos dos resultados, descricao dos procedimentos experimentais, com a explicacao dos resultados e a conclusao da pesquisa na porcao final do texto. Verificamos certas caracteristicas, tais como o lide que sintetiza os resultados da pesquisa, a apresentacao das credenciais dos pesquisadores como recurso de autoridade, a explicacao sucinta da metodologia e a alusao ao carater social e local da pesquisa em relacao a uma determinada comunidade. Notamos a recorrencia da explicacao de conceitos e da avaliacao da pesquisa por diferentes segmentos da sociedade. Este artigo discute e ilustra cada uma dessas caracteristicas e propoe uma representacao esquematica do genero noticia de popularizacao da ciencia.

Science in the news: critical genre analysis of science popularization news

This paper presents a Critical Genre Analysis (advocated in MEURER, 2002; BHATIA, 2004; MOTTA-ROTH, 2005, based on the theoretical principles of BAKHTIN, 1986; SWALES, 2004; CHOULIARAKI; FAIRCLOUGH, 1999; HALLIDAY, 2004) of science popularization (PC) news, focusing on the reported speech that popularizes science. Thirty exemplars of PC news from the BBC News and Scientific American sites were analyzed. Through the mobilization of different enunciative standpoints (researcher, colleague / institutions, government, public and the journalist him / herself), the media performs three discursive functions: inform about new findings, explain scientific principles / concepts, and clarify the relevance of the research for the collectivity. The expression of scientists and colleagues is hegemonic, the public participation, timid.

EXPANSÃO E CONTRAÇÃO DIALÓGICA NA MÍDIA: INTERTEXTUALIDADE ENTRE CIÊNCIA, EDUCAÇÃO E JORNALISMO

In this paper we explore the social and discursive process of science popularization (SP) departing from the concepts of discourse genre, recontextualization and intertextuality. We adopt an interdisciplinary perspective, associating congruent principles from Socio-Rhetorics, Systemic-Functional Linguistics and the Socio-Historical perspective of the Bakhtinian Circle. We focus on the discursive process of the midiatization of scientific research on the internet, considering 60 SP news texts in English, published online on the BBC News, Scientific American, Nature and ABC Science sites, between 2004 and 2008. Mobilization of the ideational content of science (a new research, its methodology and results) in the secondary context of the electronic jornalistic media is implemented by a recontextualization movement of (parts or whole of) texts and discourses from the sphere of scientific activity to another journalistic sphere, giving visibility to intertextuality as a continuous flux between discourse genres and contexts from the same system of production and maintenance of science. In this intertextual flux, forces of dialogic contraction and expansion are articulated, resulting in a monologic efect which evidences a traditional view of science.

EXPLORANDO MODALIDADES RETÓRICAS SOB A PERSPECTIVA DA MULTIMODALIDADE

Recent publication has revealed that contemporary technological potentialities have been amplifying the semiotic role of non-verbal da language in different discourse genres (KRESS; van LEEUWEN, 2001; UNSWORTH, 2001), drawing attention to the importance of research and teaching on the theme for the empowerment of our participation in these genres. In other words, we emphasize that the semiotic empowerment also depends on the comprehension of nonverbal semiosis that constitute discourse genres and that the focus of these genre studies has to be broadened in order to consider these issues (van LEEUWEN, 2004; HENDGES, 2008). Within this perspective, in this paper we explore the concept of “rhetorical mode” (MEURER, 2002) as a valuable category in Multimodal Discourse Analysis, in order to reveal the rhetorical function of non-verbal language in different genres. Following Meurer’s (2002) differentiation between rhetorical mode and genre, we explore image reading in the multimodal genre of printed advertisement. The perspective emphasized in this study offers implications for multiliteracy pedagogy (COPE; KALANTZIS, 2000).

Letramentos acadêmicos em comunidades de prática: culturas disciplinares

Academic writing pedagogical practices require knowledge of literacy practices pertinent to different disciplinary contexts in academia. Based on this assumption, we mapped academic literacies in seven disciplinary communities: Education, Linguistics (Humanities), Physics, Zoology (Natural and Exact Sciences), Computer Science, Electrical Engineering and Mechatronics (Technologies). We analyzed, in 466 Lattes profiles, the written production of well-known researchers in Brazilian institutions from 2012 to 2015. We considered five categories: 1) field of knowledge; 2) geographic distribution; 3) gender; 4) type of research scholarship; and 5) publication frequency. Our results indicate differences among areas, which are associated to disciplinary communities’ particularities, and different genres in the participants’ Legitimate Peripheral Participation. We understand that proposals for the teaching of writing that aim at achieving better scientific production may benefit from genre analyses focused on the practices of specific communities, within the perspective of situated teaching and learning.

Academic Literacies: Appraisal and social sanction about authorship and scientific integrity

Research integrity has been under scrutiny, especially in regard to the legitimacy of academic authorship and co-authorship. We aim to bring a critical perspective to the debate, firstly by presenting how past and recent publications discuss (co-)authorship, and next by developing an appraisal analysis of discourse elements that make types of social sanction regarding the topic available. We conclude by pointing out certain criteria that validate (co-) authorship and kinds of evaluation produced in the reviewed literature. Our results indicate that (co-)authoship credit is affected by power relations and personal interest and that multiauthored publication is gaining significance in collaborative network research environments.

Contemporary conversations on authorship in Applied Linguistics: a literature review

Authorship attribution has been a concern across disciplines, from Information Science (MIRANDA et al , 2007; VANZ; STUMPF, 2010) to Medicine (GRIEGER, 2005; MONTEIRO, 2004; PETROIANU, 2002). With this in mind, we aim at providing an overview on Conversations (GEE, 1999) about authorship in the field of Applied Linguistics from 2012 to 2015. Drawing on Critical Discourse Analysis (FAIRCLOUGH, 1992, 2003), we review nine articles published in well-known Applied Linguistics journals. The results indicated that there are four different perspectives from which authorship is addressed: dialogicity, responsibility, ideological positioning and intellectual property. Quoting and paraphrasing were the most cited practices in association with the concept of dialogicity as a form of exercising authorship in the academic context.

Popularização da ciência: a interdiscursividade entre ciência, pedagogia e jornalismo

Scientific discourse produced by and for specialists reaches, by means of science popularization (SP), the public sphere of the media, envolving displacements in time, space, and discourse. This hybridization between science and journalism generates scientific journalism, which aims at popularizing science and making it comprehensible, thus performing a pedagogical function. We consider this process as discourse recontextualization from the scientific to the journalistic spheres, mediated by a pedagogic discourse. We argue, in this paper, that SP news texts and scientific articles are members of the same genre system that makes scientific discourse relatively visible to the general public. Firstly, we identify our theoretical framework, the concept we adopt for SP, genre system and recontextualization. Secondly, we explore interdiscursivity in one exemplar of the SP news genre, highlighting the existing relations between science, journalism, and pedagogy in this genre.

Perspectivas discursivas da divulgação/popularização da ciência

Ao longo da historia, a ciencia tem estabelecido relacoes variadas com a esfera publica, o que tem determinado nao so a compreensao geral do mundo pelo conjunto da sociedade, mas tambem a definicao das praticas e objetivos da atividade cientifica e o dialogo dinâmico e interdependente entre ciencia e sociedade. Na contemporaneidade, as relacoes entre os saberes produzidos pelos cientistas e o conjunto da populacao tambem sao compreendidas e realizadas a partir de variadas perspectivas ideologicas, culturais e discursivas, especialmente na divulgacao/popularizacao da ciencia. A linguagem, verbal e nao-verbal, e uma dimensao que atravessa todas as atividades de divulgacao/popularizacao da ciencia, constituindo-se em um ponto de vista privilegiado para seu estudo, descricao e analise. Para o linguista russo Aleksandr Potebnia (2010 [1892)], na relacao entre pensamento e linguagem, a palavra permite a decomposicao do pensamento, a sua tomada de consciencia e a tendencia a integrar um sistema, funcoes que preparam o