Graphical interface for reading and writing in teacher education

ABSTRACT From a broader project, this paper presents a synthesis of theoretical reflections and principles of basic practical procedures for teacher training, focusing on teaching and learning of reading and writing in High School in Brazil. We present a brief history of the academic production, after the redemocratization of the years 1980/90 and we comment some topics proposed by the public policies. We emphasize writing specificities as a technological instrument, decisive for reading and producing texts. Finally, we present two reading practices based on methodological procedures for the graphic treatment of texts. The goal is to put the reader in a position to understand the processes of text construction in the position of authorship. Such practices mobilize "game" senses that affect the reader in the relations of language with writing as a graphic interface and analytical instrument.   Keywords: Reading, Writing; High school.

Text, reader and author in editorial genre and reader comment from Folha de São Paulo

This article aimed to analyze the relationship among text, reader and author in the editorial genre and genre reader comments of Folha de São Paulo newspaper. Privilege as a theoretical and methodological input the contributions of Textual Linguistics (TL) in its current phase, especially those related to the fields of reading and writing, as they relate to the concepts of text, textuality and context. We tried to observe the thematic content of the selected genres holistically, in other words in their interrelationship. Thus, we asked how readers' comments posted on the Reader's Panel of  Folha de São Paulo contributes to establish a discussion about the role of the police, subordinating other social issues such as unemployment and legalization of unregulated trade and otherwise by mitigating the consequences by family victim's death. We note that the selection made by the newspaper to publish reader comments about the editorial, has scope for shifting the debate about minorities for the institutional framework with respect to the actions of the police in Brazil, considered truculent and unprepared.

WRITING AND SPEECH: WHAT TEACHES US THE NON LITERARY TEXTS

Until the early twentieth century only written texts documenting the language. From the analysis of non-literary documents of the seventeenth century, we shall show how the writing reflects the facts of speech. Two sets of phenomena will be especially focused on: the graphic representation of unstressed vowels and that of sibilant fricatives (palatal and non-palatal). It is intended to alert to problems concerning the interference of speech in writing, drawing a parallel between the writing of the speaker common, off-hand that was contaminated by his standard speech and writing.  

Writing concepts in the textbook of elementary school: writing as a consequence with nuances of gift

The text production commands from a collection of textbooks Portuguese (6 to 9 years) were analyzed in order to verify the design of writing that guides the work with this practice in the classroom. Therefore, the study is guided in Applied Linguistics, in theoretical view of Geraldi (1996) and Fiad and Mayrink-Sabison (1994) and methodological of Sercundes (1997). The analysis and systematization of data allowed to highlight the writing concepts such as work, written as a result and writing as a consequence with nuances of gift, and in this article, the commands guided are presented in the latter, given the recurrence that was used in the activities. Thus, the results indicate that the commands of the collection, guided by the concept of writing as a consequence with the nuances of gift, promote dialogue between two predefined by Sercundes conceptions (1997) written as a gift and as a result, showing their overlapping for the realization of production activity. Moreover, the written are the result of activities carried out previously, at the same time that the student is asked to use their imagination, his gift of writing at the time of production, not setting actual production conditions written to students.

Text production and the classroom: a look at the public school

Through projects linked to Procad/Unioeste/UFSC, with support from Capes, CNPq and also Fundação Araucária, studies carried out on written production in elementary school. This article presents a study of the conjunctions as guiding elements of viewpoint. It reported stages of project, mainly related to the reading of text support and to the practice what kind of positing was designed in the selection process of coordinating conjunctions. The essays selected for this research reveal certain argumentative strategies that act as execution a positioning of the author of the text on understanding of how to deal with writing, considering theme compatible with the daily reality.

APHRODITE BEFORE THE MIRROR: THE CHARM OF WORDS AND IMAGES OF TEXT IN DIGITAL ADVERTISEMENTS FOR COSMETICS ANTISIGNALS

This article presents reading strategies that seek to contribute to better understand the words and images used in digital advertising discourse of cosmetic antisignals intended in particular to female audiences. For this analysis, we start from the assumption that, if such products are sold, the language of advertising messages carefully prepares to persuade the female audience to a possible need to purchase. The development of reading strategies is supported by the Polyphonic Theory of the Utterance of Oswald Ducrot, so that these serve as input for similar analysis, covering other text types. It starts from the assumption that there is a common given in these ads: the advertised products are invested in a magical power, which suggests that can minimize or even eliminate the marks that the time printed on the faces of those who use the products.

Reading and writing at the university in literacy project context - what really chance?

Regarding reading and writing practice, Higher Education context is one privileged setting for text study in order to provide knowledge acquisition and production for students. It is also recognizable that texts vary linguistically depending on the purpose and context of production which leads to academic literacy notion. In such context, courses are developed aiming to prepare students to master texts and practices in order to achieve academic success. Text Reading and Production I Course is an example of a course which has been introduced in the university programs. The paper aims to analyze the pedagogical practice that takes such projects as leading planning for reading and writing education at the university. It is part of a research carried out by the researcher who is a professor of Text Reading and Production I Course of a university center placed in the Taquari Valley/RS. The present essay aims to analyze texts the students read and wrote in the mentioned project. It is understood that (KLEIMAN, 2000, P. 238) literacy projects represent activities that result from real interest in students’ life and the implementation involves reading and writing as social practice. Data were collected from a group of students enrolled in the Text Reading and Production I Course during 2013/B term. One of the eleven projects developed by the students and the importance as literacy practices for reading and writing education at the university are analyzed.