Vol. 15 No. 2 (2019): Dossiê Temático - Contribuições da Semiótica e de outras teorias do texto e do discurso ao ensino

Guest editors: Diana Luz Pessoa de Barros (USP, UPM), Lucia Teixeira (UFF), and Eliane Soares de Lima (USP)

Published: 2019-12-23

Editorial

• Contribuições da Semiótica e de outras teorias do texto e do discurso ao ensino

  Diana Luz Pessoa de Barros, Lucia Teixeira, Eliane Soares de Lima

  i-ix

  • PDF (Portuguese)
  • XML (Portuguese)

Articles

• Some reflections about the role of linguistic and discursive studies in teaching and learning in school

  Diana Luz Pessoa de Barros

  1-14

  • PDF (Portuguese)
  • XML (Portuguese)

• Crisis of veridiction and interpretation: contributions from Semiotics

  Regina Souza Gomes

  15-30

  • PDF (Portuguese)
  • XML (Portuguese)

• Interactions, readings and senses in the fake news times: challenges for a readers’ formation in the school context

  Luiza Helena Oliveira da Silva

  31-45

  • PDF (Portuguese)
  • XML (Portuguese)

• Contributions from Semiotics to the practices of multiliteracies

  Silvia Maria de Sousa, Lucia Teixeira

  46-62

  • PDF (Portuguese)
  • XML (Portuguese)

• Internet and new technologies as didactic-pedagogical resources: amid utilization and perplexity

  Maria Lucia Marcondes Carvalho Vasconcelos

  63-73

  • PDF (Portuguese)
  • XML (Portuguese)

• Didactic semiotics: a conceptual and historical overview of an analytical practice

  Jean Cristtus Portela

  74-81

  • PDF (Portuguese)
  • XML (Portuguese)

• Discursive semiotics in education: possible ways

  Daniervelin Renata Marques Pereira

  82-98

  • PDF (Portuguese)
  • XML (Portuguese)

• Didactic practice and authority discourse in a supplementary educational book: the peritext as an enunciative strategy

  Matheus Nogueira Schwartzmann, Flávia Furlan Granato

  99-113

  • PDF (Portuguese)
  • XML (Portuguese)

• From triage to mixture: for a semiotic understanding of the process of didactic transposition

  Eliane Soares de Lima

  114-132

  • PDF (Portuguese)
  • XML (Portuguese)

• Semi-symbolism as a didactic strategy in Visual Semiotics

  Thiago Moreira Correa

  133-142

  • PDF (Portuguese)
  • XML (Portuguese)

• Taking language seriously: the teaching of Portuguese based on texts

  Andre Vinicius Lopes Coneglian

  143-157

  • PDF (Portuguese)
  • XML (Portuguese)

• Teaching coherence in verbal and non-verbal texts: an alternative approach

  Lucas Takeo Shimoda, Luiz Fernando Ferreira

  158-180

  • PDF (Portuguese)
  • XML (Portuguese)

• Teaching and learning of literature in the high school of the metropolitan region of Fortaleza: cognitive progression and discursive interaction

  José Leite Jr., Vinícius da Silva Vieira

  181-200

  • PDF (Portuguese)
  • XML (Portuguese)

• Semiotics and education: possibilities for reading work in Fundamental Education

  Fernanda Valeska Mendes da Silva

  201-217

  • PDF (Portuguese)
  • XML (Portuguese)

• Read and play in Dante’s Hell

  Ana Paula Pinheiro da Silveira

  218-239

  • PDF (Portuguese)
  • XML (Portuguese)

• Short film in action: a multimodal and discursive panel

  Rafael Seixas de Amoêdo, Neiva Maria Machado Soares

  240-261

  • PDF (Portuguese)
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• The construction of senses in activity statements in textbooks

  Ernani Terra

  262-279

  • PDF (Portuguese)
  • XML (Portuguese)

• Semiotic considerations on the use of digital technology in classrooms

  Ana Carolina Cortez Noronha

  280-291

  • PDF (Portuguese)
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• Semiotic analysis of the discourse of young Brazilians of different profiles: protagonism and semiotic strategies

  Daniel Carmona Leite

  292-306

  • PDF (Portuguese)
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• Discourses on moral and civic found in textbooks from 1962 of the campaign for education of teenagers and adults in Brazil

  Rosana da Silva Cuba

  307-327

  • PDF (Portuguese)
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Seção Varia

• The aesthetic event in “Muitas vozes” by Ferreira Gullar

  Vera Lúcia Rodella Abriata

  328-339

  • PDF (Portuguese)
  • XML (Portuguese)