Ser-tão de Buriti: o corpo de noturno rumor (a poética de Guimarães Rosa e o pensamento literário contemporâneo)

This thesis is to analyze the fictional texture of Buriti, novella by Guimarães Rosa, which makes part of Corpo do Baile. Gilles Deleuze‘s philosophical background as well as similar theorists such as Mircea Eliade, Derrida, Bataille, Foucault, Blanchot and Nie-tzsche constitute the main reference, as example of Guimarães Rosa‘s problematizing writing, since they present as basic element of thought the desterritorialization of con-cepts, standards and institutionalized knowledge by the dominant literary language. Along with the theoretical perspective of current alterity on these authors, Buriti is crossed by one aesthetics substantiated with a multiplicity of narrative points of view, opening gaps to other non-sacralized, nomadic voices, using polyphony as a way of breaking and destabilizing crystallized truths related to the canons of mother tongue. Interwoven by a poetic side of transgression, the narrative of Buriti finds especially marked by the signs of the backlands and of the night, which rhizomatically point to a sense of infinity, eternity, loneliness, vertigo before the abyssal, evoking the singularity of a ser-tão before the night, "the body of nocturnal rumor." The nights in the backlands in Buriti give rise to the emergence of a state of subjectivity, the ser-tão, whose nature is shown as a space of communion of the various beings that humans put on the same level of other living beings, setting up a sharing cosmic territory, enjoyment between pain and pleasure, between death and life. It is the night in the darkness, the shadows, the ser-tão is exposed, the being in his depth, facing himself with his internal rumors, which project themselves through the noise, the sound amplified by the vastness of the night at the desert backlands. "The backlands is the night." (ROSA, 1988, p.92).

Programa "Engajando famílias na escola": estratégias, possibilidades e desafios

Education and community are currently intertwined, so that social practices, situated problems and emancipation processes have, more and more, entered in the school environment. Considering this context, the expansion of studies focusing on family literacy becomes necessary for the mobilization of alternatives and actions in this area. This research forms part of the project "The habitus of study: builder of a new reality in metropolitan Natal" (CAPES/OBEDUC/UFRN) and the program "Literacies and public policies: the family at school" (MEC/PROEXT/UFRN). In view of the chosen object – family literacy – therefore, we try to: 1) discuss actions implemented in a family literacy program, with specific reference to create literacy resources to register, discuss material, events, texts, 2) actions and promote forms of interaction by the family in the school environment; 2develop bonding strategies between school and families; 3) point the impact of such experiences of family literacy. To achieve these objectives, we base the discussion on theoretical contributions of the New Literacy Studies (STREET, 1984; McLAREN, 1988; BARTON & HAMILTON, 1993; KLEIMAN, 1995, 2000), focusing on Family Literacy and Literacy Project issues. Regarding to the research paradigm, we consider the Applied Linguistics field of study and we take the qualitative model (ERICKSON, 1990; BORTONI-RICARDO, 2008), with ethnographic critical approach (MOITA LOPES, 1993; THOMAS, 1993; HEATH & STREET, 2008). We understand, through our analysis, that families have much to contribute to the reality of schools, and, having seen relevance and value, these collaborators participate and act in support of the actions and the student’s education, even in the midst of complex routine situations. Still, we have learned that dialogues and activities with the community are necessary, looking forward to having involvement, local knowledge and the construction of shared learning; following this path, the collaborative environment is produced and the collaboration is effective.

Programa "Engajando famílias na escola": estratégias, possibilidades e desafios

Education and community are currently intertwined, so that social practices, situated problems and emancipation processes have, more and more, entered in the school environment. Considering this context, the expansion of studies focusing on family literacy becomes necessary for the mobilization of alternatives and actions in this area. This research forms part of the project "The habitus of study: builder of a new reality in metropolitan Natal" (CAPES/OBEDUC/UFRN) and the program "Literacies and public policies: the family at school" (MEC/PROEXT/UFRN). In view of the chosen object – family literacy – therefore, we try to: 1) discuss actions implemented in a family literacy program, with specific reference to create literacy resources to register, discuss material, events, texts, 2) actions and promote forms of interaction by the family in the school environment; 2develop bonding strategies between school and families; 3) point the impact of such experiences of family literacy. To achieve these objectives, we base the discussion on theoretical contributions of the New Literacy Studies (STREET, 1984; McLAREN, 1988; BARTON & HAMILTON, 1993; KLEIMAN, 1995, 2000), focusing on Family Literacy and Literacy Project issues. Regarding to the research paradigm, we consider the Applied Linguistics field of study and we take the qualitative model (ERICKSON, 1990; BORTONI-RICARDO, 2008), with ethnographic critical approach (MOITA LOPES, 1993; THOMAS, 1993; HEATH & STREET, 2008). We understand, through our analysis, that families have much to contribute to the reality of schools, and, having seen relevance and value, these collaborators participate and act in support of the actions and the student’s education, even in the midst of complex routine situations. Still, we have learned that dialogues and activities with the community are necessary, looking forward to having involvement, local knowledge and the construction of shared learning; following this path, the collaborative environment is produced and the collaboration is effective.

Os operadores argumentativos como estratégia linguística e discursiva da argumentação na sentença judicial

We studied in this dissertation the argumentation in the court judgment, which goal was to identify, describe and explain the running of argumentative operators in the argumentative orientation of text and discourse built through the text of the judgment. We support our research in the constructs adopted for the ATD – (Textual Analysis of the Discourses) - Adam (2011), in the studies about the Aristotle’s Rhetoric (1959) and Perelman and Olbrechts-Tyteca (1996) and other works such as of the Alves (2005), Capez (2008), Charaudeau (2012), Keller and Bastos (2015), Koch (2009; 2011), Rodrigues, Silva Neto and Passeggi (2010), Trubilhano and Henriques (2013). In a methodological way, we made use of deductive-inductive method, because we analyzed the argumentation in an "unknown" text - particular case - based on a theory already known (about language, text and argumentation). About the nature and objectives, our search was characterized as qualitatively and as an explanatory and descriptive investigation, with technical procedures of documental collection of Bibliographic Search. As corpus, we use a court judgment of character condemnatory, issued on September 10, 2014 and taken from the online site of the Federal Court of Rio Grande do Norte (JFRN). The results revealed that the argumentative operators exercised decisive roles in the organization of argumentative strategies of the text and the speech , guiding the announcer to the Desired conclusion by the enunciator. It was also possible to conclude that the use of argumentative operators allowed syllogistic constructions in the form of presentation of the arguments and in the construction of argumentation. In addition, operators like "but", "until", "already", "although" etc. helped to identify in the data's analysis the point of view (PoV) of the enunciator, the expectation break about the previous enunciate and / or the value scale given to the argument. Finally, with the use of argumentative operators the enunciator introduced arguments able to demonstrate/justify a thesis and refute an opposing thesis towards a conclusion sought by the own enunciator.

Os operadores argumentativos como estratégia linguística e discursiva da argumentação na sentença judicial

We studied in this dissertation the argumentation in the court judgment, which goal was to identify, describe and explain the running of argumentative operators in the argumentative orientation of text and discourse built through the text of the judgment. We support our research in the constructs adopted for the ATD – (Textual Analysis of the Discourses) - Adam (2011), in the studies about the Aristotle’s Rhetoric (1959) and Perelman and Olbrechts-Tyteca (1996) and other works such as of the Alves (2005), Capez (2008), Charaudeau (2012), Keller and Bastos (2015), Koch (2009; 2011), Rodrigues, Silva Neto and Passeggi (2010), Trubilhano and Henriques (2013). In a methodological way, we made use of deductive-inductive method, because we analyzed the argumentation in an "unknown" text - particular case - based on a theory already known (about language, text and argumentation). About the nature and objectives, our search was characterized as qualitatively and as an explanatory and descriptive investigation, with technical procedures of documental collection of Bibliographic Search. As corpus, we use a court judgment of character condemnatory, issued on September 10, 2014 and taken from the online site of the Federal Court of Rio Grande do Norte (JFRN). The results revealed that the argumentative operators exercised decisive roles in the organization of argumentative strategies of the text and the speech , guiding the announcer to the Desired conclusion by the enunciator. It was also possible to conclude that the use of argumentative operators allowed syllogistic constructions in the form of presentation of the arguments and in the construction of argumentation. In addition, operators like "but", "until", "already", "although" etc. helped to identify in the data's analysis the point of view (PoV) of the enunciator, the expectation break about the previous enunciate and / or the value scale given to the argument. Finally, with the use of argumentative operators the enunciator introduced arguments able to demonstrate/justify a thesis and refute an opposing thesis towards a conclusion sought by the own enunciator.

Querido diário: a construção identitária de alunos da EJA em diários pessoais

This study aims to present analyses of our research, documentary type, which investigates the construction of cultural identities of the Youth and Adults Education (Educação de Jovens e Adultos – EJA), level III, in a public school in the city of Natal/RN, through personal diaries produced in the school environment. In a qualitative-interpretive approach, we anchor our identity studies (BAUMAN, 2001, 2005, 2006; HALL, 1987, 1997, 2011, 2012) that bring us the idea that identities are built and rebuilt by social relations that we do. To this end, we start from a conception of language that does not require pre-conceptions because they are based on the utterance itself. Therefore, we have analyzed the utterances produced by these students from the perspective of Bakhtin Circle (BAKHTIN, 1988, 1993, 1998, 2002, 2010, 2012), which deals with the discursive construction emerging from intersubjective processes of verbal interaction, in a dialogical relationship of the self to the other, by the otherness and the heteroglossia. Moreover, our study is also guided by the guidance on speech genres (BAKHTIN, 2010) and personal journal (LEJEUNE, 2008; MACHADO, 1998, 2009). We join to Applied Linguistics (MOITA LOPES, 2006, 2009) because we believe that this research focuses on a social practice in which language plays a central role and seeks to demonstrate how the speeches of the subject students of EJA, in personal journals, are building tools not only of their identities, but also knowledge and social life of the position that this subject student takes. We conclude this work in a perception of cultural identities that are built by the subject students of EJA, because the results suggest that the identities of these students are fluidly constructed by the representation that the student makes of his or her school, of being student of EJA and how he or she is a student of this educational modality. Thus, through our work, we plan to present another look about the identity or identities of a student of EJA, pointing an insight of this subject.

Os youtubers e a representação do certo, errado, adequado e inadequado no trabalho com a variação linguística em sala de aula

Some of the current discussions in the teaching of Portuguese Language (LP) pertain to how the school should deal with the phenomenon of language variation in the classroom. In 2010, for example, an explosion of talk took over the academic corridors: a book, entitled "Por uma vida melhor", the collection "Viver, Aprender", published by the MEC (Ministry of Education and Culture) to students EJA (Youth and Adults) brought notions regarding linguistic variation, even in their first chapter. In it is clear the notion that it is possible to make use of structures as "pretty boy", instead of "pretty boys", depending on the context in which such use is insert. Therefore, the discussions focused around the notions of variety cultivated, standard and popular measuring them to the possibilities of linguistic appropriateness. The community was surprised by the defense of the "power" to use, since it would be the school space to teach a standard "default", and not the possibility of legitimate use of grammatical patterns that clashed with those recommended in traditional grammars. The television media has been responsible for a major blaze that MEC had endorsed the use in schools of a book that legitimized such linguistic patterns. The quarrel was released on Youtube and in that space, netizens expressed themselves for or against the proposal of LD often directing the discussion to questions of a purely political. We observed that, on one side, loomed arguments related to Sociolinguistics (BAGNO , 2002, 2003, 2007, 2009; BAGNO, M.; STUBBS, M., Gagne, G., 2006; Bortoni - RICARDO, S.M., 2008; Tarallo, F., 1982; U. Weinreich, MARVIN I. HERZOG, Labov, W., 1968, Labov 1972, etc.); another, arguments concentrated on defending the school is the area of language teaching standard, and not fit to bring certain discussions within an LD. It was from these words, that this research was born. Interested in the particular way that the community media, which seemed to have no training in linguistics, understand the concepts of right, wrong, appropriate and inappropriate, so intimate in academic circles. Our thoughts take as reference the theoretical studies on the question of sociolinguistic variation and education, official documents that guide the "work" with the Portuguese language in the classroom, like the NCP (National Curriculum) and Curriculum Proposal for Education Youth and Adult (PCEJA). In our analysis, we found that LD" For a better life "makes no apology for teaching the "error", but it raises discussions about the possibility of "change", linked to factors and different order. We realize how significant it is to observe how speakers of a language are positioned in relation to language teaching which they are not speakers and scholars. Our study showed that certain issues regarding the teaching of the Portuguese language, as is the case of linguistic variation, points are far from being resolved, either for linguists and/or grammarians, whether for language speakers.

Ensino de teatro e diálogo freireano: uma experiência junto ao PIBID-Teatro/UFRN

This work aims, from the exchange and dialogue with the agents involved in the research process, discuss the ways for planning a Dialogic Teaching Theatre proposed by the Institutional Scholarship Program Introduction to Teaching subproject Theatre UFRN, considering Freire's thought in relation to the dialogue, and the teaching moments (Study of Reality, Knowledge Organization and Application of Knowledge) proposed by the Group of Studies and educational Practices in Movement UFRN. The research develops a joint effort with stakeholders relying on the "dialogical" and "problem-based approach" as mobilizing methodological foundations for the construction of knowledge in both the group PIBID Theatre / UFRN, as the group attended by fellows of this program in Municipal school Professor Laércio Fernandes Monteiro, on Natal-RN. Through a participatory research, a constant movement of action-reflection-action, and making use of some instruments of school ethnography, as participant observation, unstructured interviews, and graphics and textual records, is that it has trodden and built the search this way, experiencing and questioning the experience. Thus, the theoretical framework of this thesis are located on Paulo Freire's work as it relates primarily to the dialogical education, in pedagogical systematization of the Study Group and Educational Practices in Movement (GEPEM / UFRN), and the Research Laboratory of production scenography and scene Technologies (CENOTEC / UFRN), with regard to the construction of an educational process that considers the realities of the subjects in connecting these realities and specific knowledge of the taught area, relationships between specific area and other areas of knowledge, and recognizing the school as a space for dialogue.

Dançando a carne: uma poética do corpo no mito adâmico

In this dissertation we reflect about sensitive the dimension of the body, which enables us to participate in mythical space and set him as a potential space for artistic creation in dance, experience provider in senses for world, for life and for existence. It´s a written, thrashing some reflections on the human condition from a gaze cast upon the myth of Adam, leading us to think about the possible relationships between art and myth in contemporary times, as fields of knowledge open to creation, and semantic spaces able to assign new meanings to living through the pulsations of a body that is myth and what is dance. One of the goals of this study is set up a new point of view to analyze the Adam's myth, enabling to new interpretations, meanings and understandings from the experience in the process of creation in contemporary dance. Therefore, methodologically reference is made in the Phenomenology, or rather the phenomenological attitude proposed by Merleau-Ponty (1994), which considers the experience of the body as the primary source of knowledge. Dipping on this process of creation in contemporary dance, one artistic and choreographic work was originated, titled "The Body I am”, in contemplation of this dance that echoes the mystery, that emerges from the depths of the body, and it brings to the human surface and your world, your relationships. Realize that dance is as a sensitive guide and counselor reflections ontological and epistemological, able to validate and perpetuate the myth whereas ancestral wisdom inheritance.

Estudo da usabilidade do portal do aluno do SIGAA Mobile Android da UFRN: identificando diretrizes de interface a serem utilizadas como recomendações no processo de desenvolvimento das funcionalidades deste sistema

Avaliação de usabilidade é um processo importante durante o desenvolvimento de um software, seja ele para um sistema web ou mobile. No caso de um sistema mobile, o custo é bastante oneroso, tanto no que se refere à mão de obra especializada, como de recursos tecnológicos utilizados, tornando essa avaliação de usabilidade ainda mais importante. Além disso, as versões webdos sistemas SIG da UFRN já estão consolidadas e com uma grande aceitação, fazendo com que suas versões mobile tenham, ainda mais, a preocupação de lançar um produto de boa qualidade para manter essa credibilidade dos sistemas SIG , tanto na UFRN, como nas demais instituições que utilizam esses sistemas. Com este trabalho, buscou-se identificar algumas diretrizes de interface que possam ser utilizadas no processo de desenvolvimento dos sistemas SIG Mobile, mais especificamente o SIGAA Mobile, de modo a facilitar o desenvolvimento de novas funcionalidades voltadas para estes sistemas. Para isso, foi realizada uma avaliação de usabilidade no Portal do Aluno do SIGAA Mobile Android, tomando como base padrões de interface já existentes na literatura. Posteriormente, foi aplicado um questionário com os usuários do sistema para coletar as opiniões e sugestões dos mesmos. De posse de todos esses dados coletados, foi possível definir algumas diretrizes de interface a serem seguidas como recomendações no processo de desenvolvimento dos sistemas SIG Mobile.

O ciclo Slopiewnie opus 46 bis de Karol Szymanowski: uma abordagem de estudo e performance

This text presents a discussion about the song cycle Slopiewnie Opus 46 bis of Karol Szymanowski, one of the most important Polish composers of the 20th century. Slopiewnie was composed on texts of Julian Tuwim, poet born in 1894 in Łódź, who used ancient roots to create new words and search for special sonorities. First, this text introduces a brief biographical sketch about Szymanowski, in order to contextualize Slopiewnie in relation to the composer’s works. Afterwards, the text provides an analysis of the songs and their texts, which may serve as a study tool for future perfomers. Interpretative suggestions are offered, based on the experience of learning these songs and on references. The text also presents the phonetic transcription of the poems, as well as a suggested translation to Portuguese, making it easier for Brazilian singers to learn the cycle’s text and prosody.

A produção textual no ensino fundamental: processo de retextualização com o gênero memórias

Teaching Portuguese language in Brazilian public schools is still limited mostly to studying decontextualized text fragments, memorizing classifications and cult of grammar rules. Considering the language as a social, cultural practice which emerges from the intersubjective interaction, we sought to propose an educational intervention that prioritizes the retextualization processes from speech to the writing of memoirs as a textual genre, so as to contribute for improving learner’s discursive performances. Therefore, paying attention to these concerns and in attempt to contribute for improving the teaching of Portuguese language in elementary school, we chose as privileged locus a 9th grade class from a state school in Bento Fernandes, RN. The corpus is formed by texts produced and retextualized by students from the elders’ oral reports within local community. We sought thus to understand what memory is, its importance for registering local spoken language and culture, as much as to carry out didactic actions that favor students’ learning in the activities of textual production. In light of the theoretical overviews about linguistic-discursive relations, based on Marcuschi’s (1993, 1997, 2001, 2002, 2006, 2008, 2010) conception of oralitiy-writing continuum and the debates proposed by Antunes (2003, 2014), Alves Filho (2011), Koch (2012) and Bakhtin (1992, 2011), we aimed to understand, by analyzing the retextualized memoirs, how these practices complement each other within the process of orality and writing. As for the proposal of didactic sequences, the study has been oriented by Dolz and Scheneuely (2004); as for the memoirs, by the guidelines of Coracine and Ghiraldelo (2011) and Le Goff (2010, 2013). In this way, this work followed the action-research methodology in a qualitative approach, considering the teacher (researcher) as an active agent involved in the process of knowledge production in his own educational practice, so as to interfere in the mediation, knowledge production and its dissemination in classroom context, which is the privileged locus for constructing and transforming process. There is much to be research within the area of retextualization. Yet we verified that this educational intervention, based on discursive operators of retextualization, has been proven viable as an efficient path so that we teachers can work the peculiarities of usages and functions of textual genres in oral and written modalities of a language, without grasping both as a dichotomy. This accredited us to strengthen a discourse that undoes many myths still present in that order, especially the one that causes more damage for the learners of Portuguese language – that writing is a representation of speech.

Crenças e experiências de professores no PIBID de Língua Inglesa : interação e ressignificação?

There are diverse studies about beliefs in Applied Linguistics since 1970 or so (BARCELOS, 2004), especially beliefs about teaching and learning Foreign Languages. The research about beliefs and experiences of English language teachers, who take part in a program of teaching incentive (Pibid), and, therefore, are immersed in public schools for elementary education, is relevant, once the (ac)knowledgment of these beliefs related to their teaching and learning experiences allows these teachers to reflect about the aspects that involve their teaching practice and their role as teachers of English language. The present work aims to investigate the interaction of beliefs and experiences related to foreign language teaching and learning of teachers who are participants of Pibid, in the subproject of English Language at the Federal University of Uberlândia (UFU), in 2013. The objective is to identify the beliefs and experiences about teaching and learning that the pre-service teachers (PI), the coordinator teacher (PF) and the supervisor teachers (PS) of the program show and how their beliefs and experiences influence each other and can or cannot be redefined. This is a qualitative and interpretative master’s research, in which I analized one narrative of each PI, one interview of PF and another of each PS, and, also, two meetings – the first between the PF and the PIs, and the second between all the participants in the subproject. All the data was collected at the end of their participation in Pibid, approximately one year and six months later. Therefore, I raised some beliefs and experiences about English language teaching and learning present in the teachers’ discourse and analized excerpts in their speech that evidenced the interaction with other participants and its influence to the formation, confirmation, demystification and redefinition of their beliefs. The results of this analysis bring elements that may help the constant reflection of university teachers, teachers in practice and pre-service teachers about the aspects that involve the teaching experiences in public schools.

A escrita da escrita em (d)enunciação no espaço sócio-escolar: um espaço (em vão) para a (cri)atividade escrita

This thesis is a writing of (d)enunciation because it reveals the language experiencies of those individuals who take, in social school space, the social role of the teacher and of the student, for some reason, they feel restrained by a demand which prevents them of teaching and learning how to write – and, even, their own writing. On this basis, we consider some questions concerning Benveniste‘s theory of enunciation and the teaching and learning process in Portuguese from the triad among teacher – teaching of writing/ knowledge – student, making this theoretical area closer to the pedagogical one. We support in the working hypothesis that is based on the position of the loosening of this triad has its effects in the process of intervention-interference to the point where it does not leave a scar which can remain working on productive effects on the student‘s writing. As a consequence, we show two findings which allow us to think the teaching of writing in Portuguese is a space for writing creativity in such a way it reveals itself as a sine qua non condition for the institutionalized and subjective writing. The first finding is that taking genre as a model has some implications in the teaching and learning process of writing according to the instructions of the official documents. The second finding, as a result of the first one, is the assumption that genre is at the same time a model and a transgression and taking it as a (ex)sample opens space for writing creativity which ―is a transposition of the interior language‖ (BENVENISTE, 2014 [1968-1969], p. 132) in a way this creativity makes it intelligible and highlights what is a model (interactiveness) and a transgression (inventiveness). From such findings, we organize our heterogeneous corpus according to these procedures: recording the classes in audio; recording the interviews we made with teachers and students in audio; and constituting an archive with the students‘ writing production. From this corpus, we analyzed the (d)enunciative mo(ve)ments in the teacher – teaching of writing/ knowledge – student triad and the history of (d)enunciations, of language experiences. Besides, we analyzed the teacher‘s discourse in relation to the way he plans his classes based on the knowledge that must be taught and his own way of managing this knowledge in order to understand his interference in his students‘ writings. Our analyses (re)affirm that when the loosening of the triad happens, the students become lost, what makes them unable of working upon their own writing epilinguisticaly. Because of it, schools have lost their specificity as a place for teaching students how to read and write as they open space for training, only. On this basis, we consider that the effect of such a loosening generates complaints and denunciations. Therefore, based on such (d)enunciations, we present the Primary sketches of a proposition for intervention-interference in teaching how to write and we aim at introducing much knowledge to teachers and students in order to allow them to think about possible ways out.

Normalização de dispositivos móveis no processo de aprendizagem de inglês : um estudo à luz da complexidade

We live in a world inherently influenced by technology and in which education is immersed in realities made possible by the support of digital technologies, such as electronic mobile devices. Thus, the general aim of this study lies in mapping and analysing the influence of mobile devices on teaching, especially with reference to learning the English language. The specific aims are to investigate how the use of mobile devices is present in the research participants’ practices, consider whether such use is beneficial, according to the students, to the English language learning as well as mapping how the use of mobile devices favours the normalisation stage, taken in this research as a complex process.The theoretical background of this study includes the premises of the Paradigm of Complexity, especially concerning the acquisition of a second language, as well as the precepts of Normalisation, which is related to the total integration of digital technologies into the English teaching and learning process in such a way that they become invisible, and the theories of language learning mediated by computers and mobile devices. Methodologically, this is an ethnographic qualitative research and its context is a language institute located in the Triângulo Mineiro region. In addition to students from five groups in the institution, two teachers and an administrative assistant participated in the survey. Data was collected through an online questionnaire, learning reports produced by students and interviews with teachers and administrative staff. The analyses indicate that mobile devices are present in the daily practices of English learners, but these uses, in most cases, are carried out through the teacher's encouragement. Moreover, despite having positive sayings on the role of digital technologies in the process of English teaching and learning, there is, among students and teachers, a dichotomy between saying and doing about the learning contexts considered valid. Additionally, the use of mobile devices in the English learning process is not yet established as a normalised issue because the process of integration of technology in teaching is still ruled by traditional uses of the technology. I conclude that the use of mobile devices in the English learning process is still not normalised, because even if students use their mobile devices every day, they generally do not realize the affordances of such use as possibilities to learn English.