Thematische Bibliographien / National Plan for Teaching Portuguese Language

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Auswahl der wissenschaftlichen Literatur zum Thema „National Plan for Teaching Portuguese Language“

Autor: Grafiati

Veröffentlicht am 7. September 2021

Zuletzt aktualisiert am 29. Juli 2025

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Zeitschriftenartikel zum Thema "National Plan for Teaching Portuguese Language"

Hazem, Lynda Ben. "How does The Chinese Language Program at Carthage University’s Higher Language Institute of Tunis in Tunisia use the 5C Method to Provide a Multi-Faceted Chinese Language Education for Tunisian Students?" Mandarinable: Journal of Chinese Studies 4, no. 1 (2025): 66–76. https://doi.org/10.20961/mandarinable.v4i1.1744.

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To create standards for foreign language instruction in grades K–12, a coalition of four national language organizations—the Council on Foreign Language Teaching in the United States, the Association of French Teachers in the United States, the Association of German Teachers in the United States, and the Association of Spanish and Portuguese Teachers in the United States—was granted funding in 1993. To define content standards for foreign language education, an eleven-member task force representing various languages, program models, levels of instruction, and geographic areas was assigned. The

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Rossi Stumpf, Marianne, and Ronice Müller de Quadros. "Beyond Language Policies." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (2022): 279–99. http://dx.doi.org/10.31299/hrri.58.si.15.

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This paper presents the linguistic plan for Brazilian Sign Language, also known as Libras (Língua Brasileira de Sinais), which has an impact on deaf education in Brazil. A set of actions for the recognition of Libras has been established given the development of research in the field of deaf education, sign language linguistics and sign language translation and interpretation through the involvement of the National Deaf Education and Integration Federation, FENEIS (Federação Nacional de Educação e Integração de Surdos). Documents created by the deaf and scientific publications have contributed

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Custodio, Pedro Balaus. "Young readers and a portuguese sonnet of the 18th century: a viable alliance? A trial in the 2nd Cycle of Basic Education." Journal of Literary Education, no. 2 (December 6, 2019): 71. http://dx.doi.org/10.7203/jle.2.14995.

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The program of the 2nd cycle of Basic Education in Portugal contains several guidelines on the teaching of the poetic text, not only in terms of contents and objectives, but also concerning the suggestion of texts to read. These proposals are always supported by the lists included in the National Reading Plan. Now, regarding the poetic text, inserted in the field called literary education, will it be useful to make available texts that deviate from the trajectories that the textbooks outline? Is it possible to embark on texts traditionally read by a more mature student audience? Will students

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Costa, João Paulo de Castro, Silvânia Aparecida de Freitas Souza, Amanda Késsila de Matos Santos, and Ana Maria Silva Souza. "Categorization of the texts present in the Physics textbooks of the PNLEM 2018, adopted at CEFET-MG: connections with the history of Physics." OBSERVATÓRIO DE LA ECONOMÍA LATINOAMERICANA 22, no. 2 (2024): e3100. http://dx.doi.org/10.55905/oelv22n2-017.

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In Brazil, students from the public schools of the municipal, state and federal networks receive free of charge the textbooks that they will use throughout their basic education, and this distribution is guaranteed by the National Textbook Program (PNLD in the Portuguese acronym). Research in the Teaching of Sciences has a great concern in studying how the teaching-learning process takes place through the textbooks and the role of the teacher in this mediation. The present study was carried out by two students of basic education, under the supervision of their guidance teachers, inserted in th

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Machado, Ana Maria, and Ana Albuquerque e Aguilar. "Teaching digital literature: Alice Inanimada em Portugal." Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 8, no. 1 (2020): 217–40. http://dx.doi.org/10.14195/2182-8830_8-1_12.

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This article seeks to describe the development of the project “Inanimate Alice: translating digital literature in an educational context”, of the Centre for Portuguese Literature at the University of Coimbra. We will address the different stages of the project and the processes involved, namely, the translation of the first five episodes of the series, the translation and the creation of pedagogical materials adapted to the Portuguese curriculum, the applied research with episodes 1 and 2 of Alice Inanimada in two Portuguese schools, the data collection and analysis relating to the experience

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De Miranda, Sérgio Gomes. "A BASE NACIONAL COMUM CURRICULAR (BNCC) E O ENSINO-APRENDIZAGEM DA LINGUAGEM: PRESSUPOSTOS IDEOLÓGICOS DE BASE." ARACÊ 7, no. 7 (2025): 37672–92. https://doi.org/10.56238/arev7n7-145.

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This text summarizes the research project: "The National Common Curricular Base (BNCC) and Language Teaching and Learning: Basic Ideological Assumptions," developed from 2023 to 2025. The problem: how is Portuguese language teaching and learning ideologically oriented in the BNCC, specifically in high school? This is a qualitative study involving eleven elementary school teachers working in the metropolitan region of Goiânia. The study instruments were a questionnaire and an interview, which will be described and analyzed here in summary form.

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Gonçalves, Bruno Miguel F. "Designing and Implementing a Distance Education Plan: A Case Study at a School in Portugal in Pandemic Context." Journal of e-learning Research 1, no. 1 (2021): 34–46. http://dx.doi.org/10.33422/jelr.v1i1.52.

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Considering the epidemiological situation of the new coronavirus - COVID 19 in Portugal, the XXII Constitutional Government decided, in March 2020, to suspend all classroom teaching and non-teaching activities in all educational establishments in the national territory. Consequently, all Portuguese educational institutions had to adapt to the new educational reality, where technologies play a leading role in ensuring communication, interaction and collaboration between all stakeholders in the teaching-learning process. Naturally, this adaptation took time and was accompanied by several opinion

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Araújo, Luísa, Sara de Almeida Leite, Rita Brito, and Sandrina Esteves. "The new words kids hear from translated picturebooks." L1-Educational Studies in Language and Literature 22 (April 8, 2022): 1–51. http://dx.doi.org/10.21248/l1esll.2022.22.1.393.

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This study shows how the language in translated picturebooks is enriched by the use of rare words. We document how the translation of picturebooks from English to Portuguese results in the use of rare words in Portuguese. Evidence indicates that children learn new vocabulary through readings of picturebooks (Noble et al., 2019) and that translators make choices that contribute to the use of rare words (Ketola, 2018). The sample of 86 picturebooks was selected from a list recommended by the Portuguese national reading plan for 3-5-year-olds. The identification of rare words was done using a fre

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Lariccia, Federica. "Cinema teaching in the Italian educacional system." Comunicar 15, no. 29 (2007): 47–49. http://dx.doi.org/10.3916/c29-2007-06.

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In 1999, the Education Ministry has financed the National Plan for the Promotion of Cinematographic & Audiovisual Language, promoted by Lino Miccichè, from the University of Rome III, in collaboration with institutions and national and regional associations. This Plan for three annualities has been blocked by italian government, due to his inestability and a lack of political will to renew the education system. En 1999 el Ministerio de Educación ha financiado el «Plan Nacional para la Promoción de la Didáctica del Lenguaje Cinematográfico y Audiovisual en la Escuela», promovido por Lino Mi

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Jernigan, Christine Galbreath, and Zena Moore. "Teaching Culture: A Study in the Portuguese Classroom Implications for the National Standards." Hispania 80, no. 4 (1997): 829. http://dx.doi.org/10.2307/345104.

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Dissertationen zum Thema "National Plan for Teaching Portuguese Language"

Barros, Simone de Lima Silveira. "Ensino de língua e linguagem : o Enem e os referenciais curriculares como efeitos dos estudos linguísticos." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/156356.

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Pesquisas em Linguística dedicadas ao ensino de língua materna têm contribuído, nas últimas décadas, no Brasil, para a reformulação de concepções de linguagem e para a alteração de práticas pedagógicas dissonantes das expectativas de professores e alunos. Em nosso trabalho, objetivamos investigar como tal contribuição teórica se materializa em ações políticas para a educação. Partimos, assim, da hipótese de que tanto os Parâmetros Curriculares Nacionais de Ensino Médio quanto o Exame Nacional de Ensino Médio (Enem) são efeitos do desenvolvimento dos estudos linguísticos, uma vez que, concernen

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Junior, Eduardo Perioli. "A ordem dos livros didáticos: critérios para a adoção de textos didáticos de língua portuguesa no ensino médio." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-09032016-104611/.

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Esta dissertação propõe um estudo sobre a construção de critérios atualmente utilizados para a adoção de livros didáticos de Língua Portuguesa no Ensino Médio. Toma-se como objeto e fonte de estudo o Guia do Programa Nacional do Livro Didático (PNLD) publicado em 2012, investigando de que maneira esse texto expõe os critérios para aprovar títulos de Língua Portuguesa para o Ensino Médio, como os documentos oficiais impõem uma ordem aos livros, no sentido sugerido por Roger Chartier (1990). Ao estabelecer as condições para a aprovação, o PNLD acaba por ordenar também a escrita e a edição dos tí

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Souza, Francisco Elton Martins de. "Abordagens de ensino de gramÃtica em exercÃcios de livros didÃticos de lÃngua portuguesa do ensino mÃdio." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=12787.

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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico<br>Este trabalho teve por objetivo investigar as abordagens de ensino de gramÃtica presentes em exercÃcios de livros didÃticos de LÃngua Portuguesa do Ensino MÃdio, avaliados e aprovados pelo Programa Nacional do Livro DidÃtico (PNLD) e pelo Programa Nacional do Livro para o Ensino MÃdio (PNLEM) para distribuiÃÃo em escolas pÃblicas brasileiras. A fim de situarmos nosso trabalho no vasto campo da LinguÃstica Aplicada, levamos em conta as consideraÃÃes presentes em Celani (2000), Almeida Filho (2011) e Lopes (2011). Com o intui

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Matias, Isabel. "A biblioteca escolar no 1º ciclo do ensino básico : análise da sua intervenção em processos de mudança." Doctoral thesis, 2019. http://hdl.handle.net/10400.2/8426.

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Nos últimos anos temos assistido a múltiplas iniciativas institucionais no sentido de promover a modernização das escolas do 1.º ciclo do ensino básico (CEB) e a mudança e inovação nas práticas pedagógicas dos professores. Neste contexto, importa olhar para o papel das bibliotecas escolares (BE). De facto, desde a criação da Rede de Bibliotecas Escolares, e sobretudo já no presente século, tem-se verificado que vários projetos orientados para a inovação nas escolas têm tido a BE como um parceiro relevante. São exemplo desta situação programas nacionais como o Plano Nacional de Leitura (PNL), o

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Bücher zum Thema "National Plan for Teaching Portuguese Language"

Lambert, Richard D. A national plan for a use-oriented foreign language system. National Foreign language Center at the Johns Hopkins University, 1991.

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Lambert, Richard D. Implications of the new Dutch national action plan for American foreign language policy. National Foreign Language Center at the Johns Hopkins University, 1991.

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Conferência, Nacional para o. Ensino da Língua Inglesa em Moçambique (1st 1994 Maputo Mozambique). The proceedings of the First National Conference on English Language Teaching in Mozambique: Maputo, 1-2 September 1994. Republic of Mozambique, Ministry of Education, 1995.

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Transnational Portuguese Studies. Liverpool University Press, 2020.

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Buchteile zum Thema "National Plan for Teaching Portuguese Language"

Valente, Paula Rejane de Araújo, and Pérsida da Silva Ribeiro Miki. "Conceptual debates on initial reading instruction and literacy." In Uniting Knowledge Integrated Scientific Research For Global Development V.2. Seven Editora, 2024. http://dx.doi.org/10.56238/sevened2024.018-016.

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This text explores the concepts of literacy, literacy and literacy through a qualitative approach. The methodology used included bibliographic and documentary analysis to achieve the proposed objectives. The study sought to understand the conceptual differences between literacy, literacy and literacy, based on bibliographic reviews of works by Soares (2009, 2017a, 2017b, 2020), Kleiman (1995, 2005) and Tfouni (2002, 2018). In addition, the study proposed a debate on the approximation and opposition of these concepts in the official documents that guide educational policies for the teaching of

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Dodo, Walisson, and Fabiano Oliveira de Araújo. "The concept of language and grammar in the National High School Exam – ENEM." In PATHWAYS TO KNOWLEDGE: EXPLORING THE HORIZONS OF EDUCATION. Seven Editora, 2023. http://dx.doi.org/10.56238/ptoketheeducati-011.

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The objective of this article is to discuss and analyze the concept of language and grammar that guides the elaboration of the Portuguese Language test, a curricular component of the area of Languages and Codes of the National High School Examination, in order to foster discussions about the teaching and learning of languages. Methodologically, a theoretical discussion on the concept of language and grammar and the analysis of an ENEM question are proposed. As a theoretical framework, the contributions of (SAUSSURE, 1970), (BAGNO, 2002), (MARCUSCHI, 2008), (ANTUNES, 2007/2009), (GERALDI, 1984)

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Balbi, Edma Regina Peixoto Barreto Caiafa, Kathia Vívian Machado dos Santos Soares, and Eliana Crispim France Luquetti. "The relationship between linguistic prejudice and the approach to teaching the portuguese language in basic education." In A LOOK AT DEVELOPMENT. Seven Editora, 2023. http://dx.doi.org/10.56238/alookdevelopv1-139.

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According to the concepts of Linguistics and Sociolinguistics and having as a starting point the myths around linguistic prejudice, the present paper aims to demystify this concept and search for a way to diminish the abyss between the spoken language and the one taught in classrooms. Taking the National Curricular Parameters (Parâmetros Curriculares Nacionais – PCNs) and the Common National Curricular Basis (Base Nacional Comum Curricular – BNCC) guidelines as a documentary basis and, as a discussion basis, observations of the empiric reality arising from teaching practice in basic education

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Bodah, Eliane Thaines, Josh Meuth Alldredge, Brian William Bodah, Alcindo Neckel, and Emanuelle Goellner. "Challenges and Perspectives of Language Education Technology in Brazil." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch081.

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Our chapter aims to explore the challenges, advances, and perspectives of language-education technology in Brazil. Language-education is an extremely important topic for Brazil because many indigenous languages are nearing extinction due to the legacies of colonization and the fact that Portuguese, the national language of Brazil, is the only official language and thus the single most utilitarian method of communication. This issue is further complicated by Brazil's increasingly globalized economy, which, for many individuals, demands the acquisition of a foreign language in order to compete.

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Bodah, Eliane Thaines, Josh Meuth Alldredge, Brian William Bodah, Alcindo Neckel, and Emanuelle Goellner. "Challenges and Perspectives of Language Education Technology in Brazil." In Language Learning and Literacy. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch046.

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de Oliveira, Rosa Gonçalves, Luci Pastor Manzoli, Adriana do Carmo Bellotti, Roberto Antonio Alves, and Gabriela Molina Moura. "THE INCLUSION OF THE DEAF STUDENT AND TEACHER TRAINING: A STUDY OF FEDERAL PUBLIC POLICIES." In Education and Innovation: New Perspectives for Teaching. Seven Editora, 2025. https://doi.org/10.56238/sevened2024.041-038.

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The present study aimed to carry out a mapping of the official documents issued by the federal government, from 2005 onwards, seeking to identify what they say about the training of regular school teachers, to work in inclusive classrooms with deaf students. It was guided by a qualitative and documentary approach, selecting those that addressed inclusive public policies with emphasis on deafness and teacher training, with a time frame from Decree No. 5,626/2005, which ensures Libras as the natural language of the deaf. The Education Development Plan, the National Policy for Special Education i

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Bodah, Eliane Thaines, Josh Meuth Alldredge, Brian William Bodah, Alcindo Neckel, and Emanuelle Goellner. "Challenges and Perspectives of Language Education Technology in Brazil: From Confronting Native Language Loss to Implementing EFL Classes." In Advances in Educational Technologies and Instructional Design. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0177-0.ch004.

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Bodah, Eliane Thaines, Josh Meuth Alldredge, Brian William Bodah, Alcindo Neckel, and Emanuelle Goellner. "Challenges and Perspectives of Language Education Technology in Brazil." In Indigenous Studies. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0423-9.ch030.

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Madeira, Fabiana Ferreira Braga, and Gerlinde Agate Platais Brasil Teixeira. "Project-based learning – A significant learning at Júlia Kubitschek state college." In DEVELOPMENT AND ITS APPLICATIONS IN SCIENTIFIC KNOWLEDGE. Seven Editora, 2023. http://dx.doi.org/10.56238/devopinterscie-200.

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The project entitled Project-based learning was developed at Colégio Estadual Júlia Kubitscheck and was inspired by the period of the COVID-19 pandemic in a hybrid teaching format. The classes taught had a remote profile, sometimes they were carried out by video call communication service, sometimes by recorded classes, and made available on the SEEDUC/RJ platform. Faced with this reality, active methodologies enable the construction of collaborative classes based on more lively and meaningful learning experiences for students. The objective of the project was to highlight the themes of inclus

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Iniutina, Liudmila Aleksandrovna, and Tatiana Sergeevna Shilnikova. "Leksikograficheskii komponent v sovremennom polikul'turnom obrazovanii (elektronnyi mnogoiazychnyi slovar' voennykh terminov)." In Pedagogy and Psychology of Modern Education. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-99376.

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The work is devoted to the problem of intensification of teaching Russian as a foreign language in the process of formation and development of lexical competence of students. The Electronic multilingual dictionary, created on the basis of ABBYY Lingvo software for teaching Russian to foreign students of military universities, is presented. His vocabulary includes a special lexicon describing various segments of military activity (weapons, equipment, commands, military life, etc.). For each word there are translations into European languages (boi – English batttle, combat; French combat (m); Po

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Konferenzberichte zum Thema "National Plan for Teaching Portuguese Language"

Luis, Alexandra. "The New Paradigm for Teaching Design: A reflection on innovation in materials teaching in the “Online Season”." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002391.

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In Portugal, it´sa National Strategy, the innovation in teaching, the connection between Faculties and Research Center, being a social and academic responsibility, to the good training and qualification of students. This can be an extra motivating factor for the students performance of academic work and better preparation for working life.In March 2005, the Portuguese government launched the strategy plan for the creation of a Digital Portugal, which is based on three pillars, I: digital inclusion of people, II: Digital transformation of the business fabric and III: digitization of the state.

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Pedrosa, Vanda Varela, Inês Sousa Lopes, and Cristina Costeira. "Collaborative Learning Approach: a Safety Huddle." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17202.

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To change behaviours regarding Patient Safety (PS), it is important to select the right pedagogical strategy to promote it. The PS huddle strategy, implemented was based in a role-play situation, based on a topic included in the Portuguese National Patient Safety Plan. This strategy seems to have contributed to raising twelve students' of first edition of postgraduate course in clinical supervision awareness and interest in the PS subject. All the students indicated the strategy as a methodology that facilitates learning in class, promote creativity, critical mind and emotional inteligence dev

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Berichte der Organisationen zum Thema "National Plan for Teaching Portuguese Language"

PESSOA, Marcelo. Professor da UEMG Frutal propõe patente de novo alfabeto para a língua portuguesa e registra marca editorial no INPI. AKEDIA, 2022. http://dx.doi.org/10.33726/relatsearcher24477656v897a82022p01a01.

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After linguistic studies carried out over more than 20 years, as a function of teaching in Higher Education, Prof. Dr. Marcelo Pessoa developed a new alphabet for the Portuguese language, from which, at the end of 2019, he applied for a patent with the INPI (National Institute of Industrial Property), traceable by the Process Number: BR 20 2019 023894 7. The patent registration is still pending, however, in the same body, Marcelo has already obtained the registration of an editorial trademark, valid for 10 years, related to a scientific dissemination journal, born within the UEMG, traceable at

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