Vol. 12 No. 1 (2020): IDENTIDADES DOCENTES E(M) ENSINO DE LÍNGUA PORTUGUESA: ENTRE PRÁTICAS E PROCESSOS DE DIDATIZAÇÃO

View Vol. 12 No. 1 (2020): IDENTIDADES DOCENTES E(M) ENSINO DE LÍNGUA PORTUGUESA: ENTRE PRÁTICAS E PROCESSOS DE DIDATIZAÇÃO

Organizadoras do Número:

Nádia Dolores Fernandes Biavati

Fernanda de Castro Modl

Published: 2020-07-01

EXPEDIENTE

VERTENTES & INTERFACES I: Estudos Literários e Comparados

  • ASPECTOS DO REALISMO E DA VIOLÊNCIA NA LITERATURA

    Andre Rezende Benatti
    DOI: https://doi.org/10.22481/folio.v12i1.6179

  • NAMES AND IDENTITIES IN SÃO BERNARDO: IRONY, BIBLE, AND REPETITION COMPULSION

    Carlisson Oliveira, Hermano Rodrigues
    DOI: https://doi.org/10.22481/folio.v12i1.6186

  • JOÃO GILBERTO NOLL: A CONTEMPORARY OF OUR SPECULAR VERTIGO

    Chirley Domingues, Dilma Beatriz Rocha Juliano
    DOI: https://doi.org/10.22481/folio.v12i1.6548

  • CHILDHOOD REPRESENTATION IN LEO CUNHA'S POEMS FROM THE BOOK: SÓ DE BRINCADEIRA

    Fabiano Tadeu Grazioli
    DOI: https://doi.org/10.22481/folio.v12i1.6191

  • BETWEEN FRITS AND EDS: LITERATURE AND MUSIC IN MACHADIAN TALE

    Igor Alexandre Barcelos Graciano Borges, Danglei de Castro Pereira
    DOI: https://doi.org/10.22481/folio.v12i1.6329

  • READER TO READER: ETHNICAL AND RACIAL RELATIONS AND CHILDREN LITERATURE TEACHING IN BRAZIL

    Míria Gomes Oliveira
    DOI: https://doi.org/10.22481/folio.v12i1.6496

VERTENTES & INTERFACES II: Estudos Linguísticos e Aplicados

  • IDENTITIES IN (DIS) COURSE: PRACTICES OF DIDACTIC MULTILETERATIONS WITH FUTURE TEACHERS

    Ana Patricia Sá Martins, Dorotea Frank Kersch
    DOI: https://doi.org/10.22481/folio.v12i1.6499

  • THE TEACHER OF PORTUGUESE AS A WELCOME LANGUAGE: BETWEEN ATIVISM AND PREACARIZATION

    Ana Paula de Araújo Lopez
    DOI: https://doi.org/10.22481/folio.v12i1.6680

  • “I LIKED THE CHAOS THAT WAS THAT CLASSROOM” IDENTITIES AND EMO-TIONS WITHIN THE NARRATIVES OF STUDENT TEACHERS ON THEIR IN-TERNSHIP PRACTICE

    André Effgen de Aguiar
    DOI: https://doi.org/10.22481/folio.v12i1.6609

  • COLLABORATIVE CONTINUING EDUCATION: A RESEARCH EXPERIENCE

    Andréia Cristina de Souza, Terezinha da Conceição Costa-Hübes
    DOI: https://doi.org/10.22481/folio.v12i1.6538

  • LÍNGUA PORTUGUESA E IRRIGAÇÃO E DRENAGEM: A INTERDISCIPLINARIDADE COMO ELO

    Antonio Hélder Rodrigues Sampaio, Clélia Gomes dos Santos, Nêmia Ribeiro Alves Lopes
    DOI: https://doi.org/10.22481/folio.v12i1.6597

  • LEARNING CYCLE AND THE PRODUCTION OF JOURNALISTIC NEWS IN A SCHOOL CONTEXT

    Carolina Zeferino Pires
    DOI: https://doi.org/10.22481/folio.v12i1.6541

  • PORTUGUESE LANGUAGE TEACHING IN ANGOLA: METHODOLOGICAL REFLECTIONS IN A MULTILINGUAL CONTEXT

    Eduardo David Ndombele, Alexandre António Timbane
    DOI: https://doi.org/10.22481/folio.v12i1.6604

  • MONITORIA EM SALA: UMA AÇÃO DE FORMAÇÃO DOCENTE

    Elisa Novaski Cordeiro, Jeniffer Imaregna Alcantara de Albuquerque, Fernanda Deah Chichorro Baldin
    DOI: https://doi.org/10.22481/folio.v12i1.6596

  • INDICATIONS OF EMPOWERMENT OF SUBJECTS OF YOUTH AND ADULT EDUCATION IN AUTOBIOGRAPHIC TEXTS

    Elma Karine Costa Cardoso, Maria Aparecida Pacheco Gusmão
    DOI: https://doi.org/10.22481/folio.v12i1.6478

  • TEACHER TRAINING: REPORT OF EXPERIENCES IN THE CONTEXT OF THE PORTUGUESE LANGUAGE SUB-PROJECT - PIBID / UESB

    Fabiana Andrade Santos, Virginia Silveira Baldow
    DOI: https://doi.org/10.22481/folio.v12i1.6605

  • THEORETICAL-PEDAGOGICAL REMARKS FOR A FUNCTIONAL TEACHING OF PORTUGUESE

    Fabrício da Silva Amorim
    DOI: https://doi.org/10.22481/folio.v12i1.6412

  • SCENES FROM A READING CLASS IN A PORTUGUESE TEACHING-LEARNING SETTING AS A HERITAGE LANGUAGE: INTERCULTURAL NOTES

    Fernanda de Castro Modl, Nádia Dolores Fernandes Biavati, Eulália Leurquin
    DOI: https://doi.org/10.22481/folio.v12i1.6970

  • THE USE OF DIGITAL TECHNOLOGIES IN THE INITIAL TRAINING OF PORTUGUESE LANGUAGE TEACHERS: A PROPOSAL WITH RPG BOSS

    Fernanda Maria Almeida dos Santos
    DOI: https://doi.org/10.22481/folio.v12i1.6615

  • THE REFRAME OF READING TEACHING PROVIDE BY TEACHER TRAINING: A CASE STUDY FROM LIFE NARRATIVES

    Francisco Rogiellyson da Silva Andrade, Priscila Sandra Ramos de Lima, Dannytza Serra Gomes
    DOI: https://doi.org/10.22481/folio.v12i1.6571

  • FORMS OF PLANNING OF THE DIDACTIC ACTION WITH GENRES IN THE LANGUAGUE CLASSROOM

    Gustavo Henrique da Silva Lima
    DOI: https://doi.org/10.22481/folio.v12i1.6601

  • IDENTIDADES E A DIDATIZAÇÃO NA FORMAÇÃO DE PROFESSORES

    Ieda Lourdes Gomes de Assumpção, Maicon Farias Vieira, Leticia Fonseca Richthofen de Freitas
    DOI: https://doi.org/10.22481/folio.v12i1.6574

  • ENSINO DE PORTUGUÊS PARA FALANTES DE OUTRAS LÍNGUAS: IDENTIDADES E [RE]INVENÇÕES EM CONTEXTO DE INTEGRAÇÃO

    Jocenilson Ribeiro
    DOI: https://doi.org/10.22481/folio.v12i1.6755

  • THE SOCIAL REPRESENTATIONS OF ONESELF AND BEING A TEACHER OF LETTERS STUDENTS IN INITIAL TRAINING

    José Marcos Ernesto Santana de França, Pollyanne Bicalho Ribeiro
    DOI: https://doi.org/10.22481/folio.v12i1.6736

  • DA GRAMÁTICA AO DISCURSO OU DO DISCURSO À GRAMÁTICA? IMPLICAÇÕES DISCURSIVAS AO ENSINO DE LÍNGUA PORTUGUESA

    José Nildo Barbosa de Melo Junior
    DOI: https://doi.org/10.22481/folio.v12i1.6617

  • DISCURSIVE TEXTUAL GENDER AND GRAMMAR: STONES IN THE PATH OF THE PORTUGUESE TEACHER?

    Karen Correia, Cláudio Márcio do Carmo
    DOI: https://doi.org/10.22481/folio.v12i1.6532

  • BELIEFS IN THE TEACHING AND LEARNING OF LANGUAGES: THE FOCUS GROUP AS AN INSTRUMENT OF DATA PRODUCTION

    Luciana Kinoshita
    DOI: https://doi.org/10.22481/folio.v12i1.6722

  • ENUNCIATIVE NETWORKS IN THE TEACHING OF THE PORTUGUESE LANGUAGE

    Luiz Francisco Dias
    DOI: https://doi.org/10.22481/folio.v12i1.6988

  • GÉNERO RECONTO: ANÁLISE LINGUÍSTICA E SEQUÊNCIA DIDÁTICA NO ENSINO DE PORTUGUÊS EM ANGOLA

    Luzonzo Filipe
    DOI: https://doi.org/10.22481/folio.v12i1.6720

  • WHY DO STUDENTS OF BASIC EDUCATION EXPLOIT VERY LITTLE A LANGUAGE DICTIONARY?

    Marcelo Sabino Luiz
    DOI: https://doi.org/10.22481/folio.v12i1.6518

  • PEDAGOGICAL RESIDENCE IN INITIAL TEACHER EDUCATION: LESSONS FOR SUPERVISED TRAINEESHIP LIÇÕES PARA O ESTÁGIO SUPERVISIONADO

    Marcos Bispo dos Santos
    DOI: https://doi.org/10.22481/folio.v12i1.6625

  • BASILAR CONCEPTIONS AND TEACHING PRACTICES IN PORTUGUESE LANGUAGE CLASSES

    Maria Teresa Tedesco Vilardo Abreu
    DOI: https://doi.org/10.22481/folio.v12i1.6628

  • THE PRODUCTION OF ACADEMIC ABSTRACTS: A PRELIMINARY STUDY ON THE USABILITY OF THE “AutorIA” SOFTWARE

    Marília de Carvalho Caetano-Oliveira
    DOI: https://doi.org/10.22481/folio.v12i1.6728

  • WORKING WITH THE PRODUCTION OF MEANINGS IN PORTUGUESELANGUAGE TEACHER TRAINING: ENUNCIATIVE CHOICES FOR DIDACTIZATION

    Nadia Dolores Fernandes Biavati, Fernanda de Castro Modl
    DOI: https://doi.org/10.22481/folio.v12i1.6973

  • WRITTEN CULTURE AND SCHOOLING: TEACHING PERFORMANCE IN EX-TENDING THE SOCIAL USES OF WRITING BY STUDENTS FROM A FLOW COR-RECTION PROGRAM

    Priscila de Sousa
    DOI: https://doi.org/10.22481/folio.v12i1.6560

  • The USE OF LINGUISTIC-DISCURSIVE MODALIZERS IN THE PRODUCTION OF ARGUMENTATIVE TEXT: A PROPOSED INTERVENTION / INTERFERENCE IN THE CLASSROOM

    Renata Soares Souza Dias, Luana Aparecida Matos Leal Fernandes, Carla Roselma Athayde Moraes
    DOI: https://doi.org/10.22481/folio.v12i1.6614

  • The THE SONG IN PORTUGUESE LANGUAGE HANDBOOK: A DISCUSSION BASED ON LITEROMUSICAL LITERACY

    Jaqueline Silva Moreto Cabral, Yuri Batista, Eduardo Lopes Piris
    DOI: https://doi.org/10.22481/folio.v12i1.6588

ENSAIOS

  • The RELATIONSHIP BETWEEN SOCIALIST DISCOURSE AND PROGRESSIVE DISCOURSE

    Frederico Rios C. dos Santos
    DOI: https://doi.org/10.22481/folio.v12i1.6273

NASCENTES

RESENHAS

  • VYGOTSKY E O ENSINO E APRENDIZAGEM DE LÍNGUAS

    Rosa Yokota
    DOI: https://doi.org/10.22481/folio.v12i1.6519