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Journal articles on the topic 'Portuguese writing'
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Silva, Cláudia. "Writing in Portuguese chats :)." Written Language and Literacy 14, no. 1 (February 17, 2011): 143–56. http://dx.doi.org/10.1075/wll.14.1.07sil.
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This paper aims at determining the relationship between writing in chats and features from different writing systems. Although net users do not realise it, they recreate features mainly from morphographic systems and consonantal scripts and, consequently, they seem to be searching for a more economical way of conveying meaning through writing. When carrying out a corpus-based study, involving 90 minutes of real-time conversations in a Portuguese chat programme, we observed tendencies concerning spelling changes: the syllable onset is usually preserved, which resembles consonantal scripts; the number of syllables is frequently maintained, in common with syllabaries; the use of emoticons reminds us of morphographic systems, and spelling words as they are heard imitates phonemically transparent orthographies. This paper aims to reflect on the phenomenon that net users unconsciously recreate features which make spelling more efficient. Tracing the deviations occuring in chats may be seen as a way of accessing the speakers’ intuitive knowledge. Keywords: chat; writing system; spelling; deviation; syllable; corpus study; Portuguese
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Michelan, Kátia Brasilino. "A ESCRITA DE UM FEITO INGLÓRIO: O CERCO PORTUGUÊS A TÂNGER, EM 1437. * THE WRITING OF AN INGLORIOUS EVENT: THE PORTUGUESE BATTLE OF TANGIER, 1437." História e Cultura 5, no. 1 (March 29, 2016): 170. http://dx.doi.org/10.18223/hiscult.v5i1.1779.
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Resumo: O objetivo do presente artigo é analisar algumas construções, escritas em língua vernácula, acerca do ataque português, de 1437, à cidade de Tânger, localizada no norte da África. Em tal ataque, não se cumpriu o propósito esperado pelos portugueses e, como desfecho, o infante D. Fernando ficou cativo dos mouros. Assim, contar essa história exigiu diversos mecanismos narrativos por parte dos homens que intencionavam relatar os feitos gloriosos dos nobres portugueses. Para entender como esse episódio infeliz foi sendo pensado e narrado ao longo do século XV e início do XVI, serão analisados, aqui, dois grupos de documentos: os escritos anteriores e posteriores ao ataque. Palavras-chave: Idade Média; Portugal; Tânger; Guerra; Mouros. Abstract: The intent of this article is to analyze some portuguese writings about the battle of Tangier, 1437. In this event, the Portuguese purpose did not take place and the infant D. Fernando stand prisoner of the moors. In this way, tell the story of this event wasn’t easy for the men that narrate the glorious deeds about the portuguese nobles. To understand how this event was thought, here, will be analyzed two groups of documents: the earlier and later written about the attack. Keywords: Middle Ages;Portugal; Tangier; War; Moors.
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Teixeira, Valéria Maria Borges. "Henrique de Carvalho: um explorador português em terras angolanas no século XIX." Revista do Centro de Estudos Portugueses 20, no. 27 (December 31, 2000): 223. http://dx.doi.org/10.17851/2359-0076.20.27.223-238.
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<p>Este texto examina a literatura de viagem de Henrique de Carvalho, procurando observar as motivações sóciopolíticas que redundaram na expedição portuguesa às terras lundas e na escritura de <em>Ethnografia e História Tradicional dos Povos da Lunda (Expedição Portugueza ao Muatiânvua 1884-1888). </em>O relato do explorador e seu testemunho histórico de cunho positivista sobre a região e a população do nordeste angolano, Lunda, obedecem aos interesses colonizadores portugueses na demarcação dos limites territoriais da colônia de Angola. A análise da concepção do viajante a respeito da África revela uma visão eurocêntrica, que reafirma a idéia de que o africano era incapaz de produzir História.</p> <p>This text examines the travel literature by Henrique de Carvalho, trying to observe the socio-political motivations which resulted in the Portuguese expedition to the lundas territory and in the writing of <em>Ethnografia e História Tradicional dos Povos da Lunda (Expedição Portugueza ao Muatiânvua 1884-1888). </em>The explorer’s account and his historical testimony of a positivist nature about the region and the population of the Angolan northeast, Lunda, obey the Portuguese settlers’ interest in defining the bordering limits of the colony of Angola. The analysis of the traveler’s conception about Africa reveals an eurocentric vision which reaffirms the idea that the African was incapable of producing History.</p>
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Jensen, John B. "Writing Portuguese Electronically: Spontaneous Spelling Reform." Hispania 78, no. 4 (December 1995): 837. http://dx.doi.org/10.2307/345160.
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Passos, Joana. "Women Writing Portuguese Colonialism in Africa." Diacrítica 35, no. 2 (August 13, 2021): 172–75. http://dx.doi.org/10.21814/diacritica.706.
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Sapega, Ellen W. "Novas cartas portuguesas reconsidered: recent critical studies on Portuguese women’s writing." Journal of Romance Studies 2, no. 1 (March 2002): 111–18. http://dx.doi.org/10.3828/jrs.2.1.111.
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Cabral, Maria L. "Portuguese Higher Education Graduates’ Views on Academic Writing." International Journal of Education 12, no. 1 (March 6, 2020): 75. http://dx.doi.org/10.5296/ije.v12i1.16625.
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This paper examines the language choices and the process of academic writing of a group of 35 Portuguese graduate students in the fields of humanities and social sciences with the aim of illustrating their language preferences, as well as the aspects they take into consideration while writing either in Portuguese or in English.Results of this study indicate that the participants prefer to write their papers in Portuguese, their first language, and that they use similar approaches when writing in both languages. However, findings also reveal they are concerned with slightly different process aspects when composing and revising their texts in Portuguese and in English. These differences seem to be associated with acquired discourse traditions in Portuguese language, as well as with the participants’ lower competence in English language writing.
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Silva, Reinaldo. "The Ethnic Garden in Portuguese-American Writing." Journal of American Culture 28, no. 2 (June 2005): 191–200. http://dx.doi.org/10.1111/j.1542-734x.2005.00163.x.
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Guerra, Joaquim. "Portuguese as a foreign language textbooks: Framing the discourses on the teaching and learning of writing." Global Journal of Foreign Language Teaching 11, no. 2 (May 31, 2021): 94–100. http://dx.doi.org/10.18844/gjflt.v11i2.5588.
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Textbooks are a resource that is widely used in language classes. For this reason, they are also one of the principal topics in research on the field of didactics. Several studies were conducted about Portuguese as mother tongue textbooks, but there is a lack of researches and information concerning the textbooks of Portuguese as a foreign language. In this study, the researcher analyses the discourse of the authors/editors in the ‘opening texts’ of textbooks for (European) Portuguese as a foreign language, for levels A1 and A2 of the Common European Framework of Reference. The study shows that writing competence is relatively neglected by the authors, and infers that might reflect the way that teaching and learning activities for writing are put into practice. Further research will allow to verify if there are indeed activities for learning to write and how they were thought out and organised. Keywords: Language teaching, writing competencies, Portuguese, foreign language, textbooks, writing competencies.
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Furtado, Thais Helena. "A ESCRITA É NUDEZ: as histórias de Isabel Soares." Revista Observatório 4, no. 6 (October 8, 2018): 141–59. http://dx.doi.org/10.20873/uft.2447-4266.2018v4n6p141.
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As línguas germânicas investigadas por Isabel Soares em sua graduação deram lugar, no mestrado e no doutorado, aos estudos anglo-portugueses. Professora do Instituto Superior de Ciências Sociais e Políticas da Universidade de Lisboa, é autora de dois livros que chama de “pseudoficcionais” por terem “um fundo autobiográfico”. Seu interesse por autores do “jornalismo não convencional” fez com que se aproximasse do jornalismo literário, tanto que, em 2016, foi eleita presidente da International Association for Literary Journalism Studies (IALJS). Ela se define como portuguesa com raízes alemãs. Hoje, sua experiência como pesquisadora, amante das línguas, das viagens e da escrita tem contribuído para dar visibilidade aos estudos em jornalismo literário português.
PALAVRAS-CHAVE: Isabel Soares; jornalismo literário; Association for Literary Journalism Studies; crônica; blogs de viagem.
ABSTRACT
The Germanic languages investigated by Isabel Soares as an undergraduate student gave way to the Anglo-Portuguese studies she developed as a Master’s and PhD candidate. Now a Professor at the Institute of Social and Political Sciences at the University of Lisbon, she is also the author of two books which she calls “pseudofictional”, because they have an “autobiographical foundation”. Her interest on authors connected to the “unconventional journalism” has brought her closer to literary journalism, so much so that, in 2016, she was elected president of the International Association for Literary Journalism Studies (IALJS). She defines herself as Portuguese with German roots. Today, her experience as a researcher, lover of languages, travels and writing contributes to making the studies on Portuguese literary journalism more visible.
KEYWORDS: Isabel Soares; literary journalism; Association for Literary Journalism Studies; chronicle; travel blogs.
RESUMEN
Las investigaciones en lenguas germánica del grado de Isabel Soares dieron paso, en su maestría y en su doctorado, a los estudios angloportugueses. Profesora del Instituto Superior de Ciencias Sociales y Políticas de la Universidad de Lisboa, es autora de dos libros que llama “pseudoficcionales” por su “trasfondo autobiográfico”. Su interés por autores del “periodismo no convencional” hizo con que se acercara al periodismo literario y que se eligiera, en el 2016, presidenta de la International Association for Literary Journalism Studies (IALJS). Soares se define como una portuguesa con raíces alemanas. Hoy, su experiencia como investigadora, amante de los idiomas, de los viajes y de la escrita ha contribuido para que se dé visibilidad a los estudios en periodismo literario portugués.
PALABRAS CLAVE: Isabel Soares; periodismo literario; Association for Literary Journalism Studies; cronica; blogs de viaje.
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Mascarenhas, Christian. "Anchieta's writing – Sacred and profane in portuguese America." Revista Diadorim 21, Esp (December 6, 2019): 134–43. http://dx.doi.org/10.35520/diadorim.2019.v21nespa28421.
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Martins, Margarida Alves, and Cristina Silva. "Phonological abilities and writing among portuguese preschool children." European Journal of Psychology of Education 21, no. 2 (June 2006): 163–82. http://dx.doi.org/10.1007/bf03173575.
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Pinheiro, Marcia R. "Universal Grammar." International Journal for Innovation Education and Research 4, no. 4 (April 30, 2016): 34–37. http://dx.doi.org/10.31686/ijier.vol4.iss4.529.
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We are interested in creating a universal grammar structure, so that learning languages becomes a much easier task than it is now. We obviously cannot dream of having all languages on earth adopting this universal grammar, so that this is at most for those languages that are associated with our occidental style of writing. The Brazilian and Portuguese peoples decided to unify their language once and then reached several agreements which formed the new language, basically. With this, Brazilian Portuguese and Portuguese Portuguese became almost the same thing. In the same way, we could have all languages that adopt the occidental style of writing sharing the same grammar structure. This paper is then about a dream, but, because of the experience with the Portuguese language, we know that this is an achievable dream.
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Rocha, Luiz Renato Martins da, Norma Abreu e. Lima Maciel de Lemos Vasconcelos, and Maria da Piedade Resende da Costa. "A escrita numérica de pessoas com surdocegueira." Praxis Educativa 16 (2021): 1–11. http://dx.doi.org/10.5212/praxeduc.v.16.17435.025.
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The purpose of this text is to investigate the way in which people with deafblindness write numerically and the relationship between numerical writing and the mathematical thinking of these subjects. We started from the hypothesis that some of the difficulties of these people when learning certain school contents were related to this type of writing, which we assumed was closer to Libras than to the Portuguese language. The methodological approach used was exploratory and descriptive research, of a qualitative nature with field research, with three people with deafblindness. The results point to a numerical writing, already transcoded, more focused on the Portuguese language than on the sign language, differing from what happens with deaf people and approaching the writing of hearing people. We conclude that it is possible to infer about the mathematical thinking of people with deafblindness more influenced by the Portuguese language than by the sign language.
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Marlow, MA. "Writing scientific articles like a native English speaker: concise writing for Portuguese speakers." Clinics 71, no. 12 (December 4, 2016): 684–86. http://dx.doi.org/10.6061/clinics/2016(12)01.
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De Oliveira, Richard Bertolin, and Alberto Ferreira Da Rocha Junior. "Memória e imortalidade nas recordações de Sousa Bastos." Navegações 9, no. 2 (April 26, 2017): 185. http://dx.doi.org/10.15448/1983-4276.2016.2.23370.
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A obra Recordações de Teatro, escrita pelo autor, jornalista, dramaturgo, diretor e empresário português Antonio de Sousa Bastos (1844-1911), assemelha-se a um dicionário biográfico, contendo informações sobre uma lista numerosa de artistas, não só reconhecidos na cena teatral portuguesa e brasileira, mas também relevantes mundialmente. Na presente análise, atentamo-nos para os procedimentos da escrita biográfica de uma grande variedade de nomes registrados na obra e, por isso, livrados do esquecimento. Por meio da leitura desses textos biográficos, pode-se constatar também o fluxo cultural entre Brasil e Portugal nos séculos XIX e XX, promovido por uma quantidade numerosa de artistas que cruzavam o Atlântico nos dois sentidos da rota.********************************************************************Memory and immortality in the memoirs of Sousa BastosAbstract: Recordações de teatro, a work written by the Portuguese author, journalist, playwright, director and businessman, Antonio de Sousa Bastos (1844-1911), resembles a biographical dictionary, containing information about a large list of artists, not only recognized in the scenario of both Portuguese and Brazilian drama, but also globally relevant. In the analysis we develop hereby, we aim at studying the procedures of biographical writing of a variety of names registered in the work of Sousa Bastos and, therefore, salvaged from oblivion. By reading those biographical texts, one can also observe the cultural exchange between Brazil and Portugal in the nineteenth and twentieth centuries, promoted by a large number of artists who crossed the Atlantic in both directions of the route.Keywords: archive; biography; memory; Portuguese drama; Sousa Bastos.
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Santos, Thadeu C. "Escrita e leitura nos vídeos de Patrícia Lino e Matilde Campilho / Writing and Reading in the Videos by Patrícia Lino and Matilde Campilho." Revista do Centro de Estudos Portugueses 39, no. 62 (January 22, 2020): 145. http://dx.doi.org/10.17851/2359-0076.39.62.145-160.
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Resumo: Desde Roda lume (1969), de Ernesto M. de Melo e Castro, o videopoema português perpassou décadas de experimentação ao largo da história da poesia editada em livros e impressos. Nos últimos anos, novidades tecnológicas como a câmera de celular e plataformas de compartilhamento de vídeos como o YouTube modificaram a maneira com que um videopoema pode ser feito, distribuído e lido/assistido. Essas novidades mostram-se imprescindíveis para analisar os videopoemas de Patrícia Lino e Matilde Campilho publicados recentemente. Na tentativa de propor um debate paralelo à crítica que se dedica ao estudo do videopoema em termos de expansão e de hibridismo em poesia, são apresentados tópicos sobre palavra e imagem presentes no ensaio “A reinvenção da leitura”, de Ana Hatherly (1981). A simplificação da feitura de vídeos e a facilidade de hospedá-los em plataformas como o YouTube parecem interferir propositivamente nos vídeos de Lino e Campilho e apontam para um caminho oportuno a esta e a novas gerações de poetas portugueses.Palavras-chave: escrita; leitura; poesia portuguesa contemporânea; poesia concreta; videopoema; videopoesia; YouTube.Abstract: Since Roda lume (1969) by Ernesto M. de Melo e Castro, Portuguese video poem has gone through decades of experimentation along the history of poetry edited in books. In recent years, technological innovations such as the mobile camera and video sharing platforms like YouTube have changed the way that a video poem can be made, hosted and read/watched. These novelties are essential to analyze the recently published video poems by Patrícia Lino and Matilde Campilho. In an attempt to propose a debate parallel to the criticism of the study of video poem in terms of expansion and hybridism in poetry, important topics on word and image are presented in Ana Hatherly’s essay “The Reinvention of Reading” (1981). The simplification of video-making and the ease of hosting them on platforms such as YouTube demonstrate a purposeful interference and seem to point to an advantageous path for this and new generations of Portuguese poets.Keywords: writing; reading; contemporary Portuguese poetry; concrete poetry; videopoem; videopoetry; YouTube.
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Brayner, Izabelly C. Dos Santos, Antonio H. Coutelo de Moraes, and Wanilda Maria Alves Cavalcanti. "WRITTEN PORTUGUESE LANGUAGE AS SECOND LANGUAGE." Diacrítica 32, no. 2 (July 2, 2019): 19. http://dx.doi.org/10.21814/diacritica.440.
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Writing plays a fundamental role in active participation in society, since it facilitates access to knowledge. In the case of the deaf people involved in our research, this modality represents a second language, placing them in a bilingual perspective - an educational approach that guides professionals in the education of this linguistic minority. The objective of this research was to analyze the written productions of the deaf students of the Group of Studies and Practices of Language for the Deaf, Catholic University of Pernambuco, aiming at a better understanding of the obstacles to textual production learning in L2. Authors such as Brochado (2003), Lacerda (1998), Pereira and Karnopp (2012), Quadros (2004), among others, will be brought into the theoretical foundation, which will serve as a basis for discussions. The methodology adopted was qualitative descriptive. The data indicated the subjects are in stages I and II of the interlanguage, no subjects were identified in stage III. We conclude that investment is still necessary in researches that seek strategies to strengthen L2 writing by deaf people, as well as the acquisition of knowledge available mostly in written Portuguese language in several educational resources.
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Franzin, Adilson Fernando. "A noite das mulheres cantoras e ressonâncias coloniais / The Night of the Singing Women and Colonial Resonances." Revista do Centro de Estudos Portugueses 39, no. 62 (January 22, 2020): 81. http://dx.doi.org/10.17851/2359-0076.39.62.81-97.
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Resumo: Com a publicação do romance intitulado A noite das mulheres cantoras, em 2011, Lídia Jorge lança-se a perscrutar o efêmero cenário da música pop numa trama envolvente, a qual não somente aponta para importantes aspectos da vida cultural portuguesa, mas também demonstra certa ousadia autoral em transformar em matéria literária os meandros do espetáculo midiático e suas contradições. Pelas palavras da escritora, “na história de um bando conta-se sempre a história de um povo”, logo, o quinteto vocal entregar-se-á de modo fáustico não a uma grande causa, mas à busca desmesurada pelo estrelato, diante do qual parece não importar valores éticos, estéticos e ideológicos a expor, pois, seus corpos a uma inevitável violência não apenas simbólica. Se as aptidões artísticas unem as personagens nesse peculiar microcosmo que certamente privilegia o universo feminino, o fato de pertencerem a famílias de retornados amplia a mensagem que subjaz à narrativa: a derrocada do império português em África e a retomada da democracia. Portanto, antigos fados ou os célebres versos de “Uma casa portuguesa” ficarão para trás ante o ritmo frenético dos novos tempos. Ora, é Portugal mais perto do chamado mundo globalizado e a distanciar-se da longa noite salazarista. Enfim, este pequeno estudo terá como aporte teórico, entre outros, as reflexões de Eduardo Lourenço, Roland Barthes e Guy Debord e servirão para o cotejo do referido romance, cuja crítica parece apresentar lacunas, não obstante a vigorosa letra de uma das mais consagradas escritoras da literatura portuguesa.Palavras-chave: Lídia Jorge; literatura portuguesa; romance português contemporâneo; literatura de autoria feminina; sociedade do espetáculo.Abstract: With the publication of the novel entitled The night of the singing women, in 2011, Lídia Jorge looks closely at the ephemeral scene of the pop music in an engaging plot, which not only points to important aspects of Portuguese cultural life, but it also demonstrates a certain authorial boldness in turning into literary matters the intricacies of the media spectacle and its contradictions. In the words of the writer, “in the history of a band one always tells the story of a people”, so to achieve fame, the vocal quintet will not care about ethical, aesthetic and ideological values that will expose their bodies to unavoidable violence that is not just symbolic. If artistic skills unite the characters in this peculiar microcosm, which certainly favors the female universe, the condition of belonging to returnee families expands the message that underlies the narrative: the collapse of the Portuguese empire in Africa and the resumption of democracy. So old fados or the famous verses of “A Portuguese Home” will be left behind in the frenetic pace of the new times. Now Portugal is closer to the so-called globalized world and moving away from the long Salazar night. Finally, this small study will have as theoretical support, among others, the reflections of Eduardo Lourenço, Roland Barthes and Guy Debord will serve for the analysis of this novel, whose criticism seems to have gaps, despite the vigorous writing of one of the most famous writers of Portuguese literature.Keywords: Lídia Jorge; Portuguese literature; contemporary Portuguese novel; female authored literature; society of the spectacle.
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Pires, Cibélia Renata Da Silva. "Estudos do Português do Brasil: implicações linguísticas e históricas (Studies of the Portuguese of Brazil: historical and linguistic implication)." Estudos da Língua(gem) 9, no. 1 (June 1, 2011): 191. http://dx.doi.org/10.22481/el.v9i1.1147.
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Estudos linguísticos realizados nas últimas décadas têm apontado diferenças significativas entre o Português brasileiro e o Português europeu a ponto de se reconhecer a existência de duas gramáticas. Postula-se aqui que a língua, seja na sua modalidade falada, seja na escrita, é um fenômeno heterogêneo, variável e fruto de práticas sociais históricas, refletindo a maneira como a sociedade está organizada. Desse modo, este artigo tem por objetivo demonstrar de que forma os estudos linguísticos no Brasil foram condicionados por fatores sócio-históricos e como seus efeitos ainda podem ser encontrados nas práticas pedagógicas atuais, no tocante ao ensino de língua materna.PALAVRAS-CHAVE: Português brasileiro. História. Fala. Escrita. Ensino.
ABSTRACT Linguistic studies in the last decades have shown significant differences between Brazilian Portuguese language and european portuguese language to the point of recognizing the existence of two grammars. It is postulated here that the language, either in its spoken or written form, is a heterogeneous phenomenon, variable, and the result of social and historical practices, reflecting the way society is organized. Thus, this article aims to demonstrate how the linguistic studies in Brazil have been conditioned by the socio-historical, and how its effects can still be found in the current pedagogical practices with regard to the teaching of Brazilian Portuguese.KEYWORDS: Brazilian Portuguese. Language. History. Speech. Writing. Teaching.
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Ignatius Nogueira, Clélia Maria, Marília Ignatius Nogueira Carneiro, and Tânia Dos Santos Alvarez da Silva. "O uso social das tecnologias de comunicação pelo surdo: limites e possibilidades para o desenvolvimento da linguagem." Revista Pesquisa Qualitativa 6, no. 12 (December 24, 2018): 470. http://dx.doi.org/10.33361/rpq.2018.v.6.n.12.234.
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Resumo: Desde a década de 1990 os surdos vivenciam uma intensa transformação em sua vida social, em função da naturalização da comunicação digital, e educacional, com a mudança de paradigma do oralismo para o bilinguismo. Este artigo apresenta resultados de investigação realizada em três etapas com dez sujeitos surdos, buscando identificar a) a importância atribuída por eles à escrita e a competência na utilização da comunicação digital; b) sua percepção acerca dos equívocos cometidos em suas produções escritas e c) sua competência na interpretação de textos para identificar os limites e as possibilidades de desenvolvimento da língua escrita, pelo uso social das tecnologias de comunicação pelos surdos. Os resultados apontaram a ressignificação do sentido social da escrita do Português para os surdos proporcionada pela comunicação digital, o que poderia ser explorado pela escola.Palavras-chave: Educação de surdos; Comunicação digital; Língua Portuguesa escrita. The social use of communication technologies by the deaf: limits and possibilities for the development of the languageAbstract: From the 1990s the deaf experience an intense transformation in their social life, due to the naturalization of digital and educational communication, with the paradigm shift from oralism to bilingualism. This article presents research carried out through three moments with ten deaf individuals, seeking to identify : a) the importance they attributed to writing and their competence in the use of digital communication; b) their perception about the mistakes made in their written productions and c) their competence in the interpretation of texts and thus identify the limits and possibilities for the development of written language, the social use of communication technologies by the deaf. The results pointed out the re-signification of their social sense of the Portuguese writing for the deaf, provided by the digital communication which could be explored by the school.Keywords: Education of the deaf; Digital communication; Written Portuguese language.
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Cruz, Regina Célia Fernandes. "Levantamento das omissões ortográficas na escrita infantil." Texto Livre: Linguagem e Tecnologia 8, no. 2 (December 16, 2015): 153–60. http://dx.doi.org/10.17851/1983-3652.8.2.153-160.
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RESUMO: Este trabalho tem como objeto de estudo as omissões ortográficas recorrentes na escrita infantil. Como suporte teórico para esta pesquisa, utilizou-se o trabalho de Chacon (2010) e Amaral et al. (2011), pioneiros na aplicação da metodologia aqui adotada. Os dados analisados – 6.840 – foram coletados em uma escola pública da periferia de Belém (PA). Para a obtenção dos dados, foi solicitado aos 93 sujeitos desta pesquisa, todos alunos dos 3º e 4º ano do Ensino Fundamental, que escrevessem nomes de frutas ou de animais durante um bingo simulado. O corpus obtido compreende a produção escrita de 63 vocábulos, sendo 41 nomes de frutas e 22 de animais. Esses vocábulos-alvo possuem sílabas com os tipos de coda previstos no sistema português, a saber, preenchida por: a) rótico /R/; b) por lateral /l/; c) por nasal /N/; d) por soante /S/; assim como por e) ausência total de fonema na coda (vazia). Constatou-se um percentual de 59% de omissões ortográficas em relação à escrita canônica. Considerando apenas as omissões ortográficas, 87% ocorrem justamente nas sílabas com coda preenchida, das quais se registrou uma grande concentração de omissões nas sílabas com coda preenchida por /N/ (57%), o que demonstra um alto grau de dificuldade das crianças em relação às regras ortográficas. PALAVRAS-CHAVE: aquisição da escrita; escrita infantil; Língua Portuguesa. ABSTRACT: This work deals with omissions on written productions of children who are in elementary school, at the 3rd and 4th school years. We adopted for this work the same methodological procedures of Chacon (2010) and Amaral et al. (2011). Altogether, 93 children participated in this experiment. They wrote 63 names (41 fruits and 22 animals) during a simulated bingo game. The target was the segmental at the syllable coda. Portuguese language has 6 kinds of syllable coda: a) rhotic /R/; b) lateral /l/; c) nasal /N/; d) soante /S/ and e) empty /∅/. The results show a great number of writing omissions (59%) in relation to canonic form. When we considered the omissions happened only at the coda position, this number raised for 87%, whose 57% are at the nasal coda. These results show that children from elementary school have a great difficulty to understand graphic rules.KEYWORDS: writing acquisition; child writing; Portuguese Language.
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Cohen, Andrew D. "Feedback on Writing." Studies in Second Language Acquisition 13, no. 2 (June 1991): 133–59. http://dx.doi.org/10.1017/s027226310000992x.
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The article first calls attention to research on learner strategies and to the significant role that verbal report data have played in such research. While various research methods have been used to describe such strategies, verbal report measures are being used more and more as a means for describing cognitive processes in such areas as communicating, translating, test taking, and language learning. The article focuses just on the use of verbal report in describing learner strategies in language learning and language using. It is noted that information on learner strategies has evolved from partially intuited lists of strategies to empirically derived taxonomies that have as their ultimate purpose that of training learners to be more successful at language learning. Second, the controversy regarding the use of verbal report measures is discussed. Finally, the article describes a study that employed a variety of verbal report measures in an effort to understand better the strategies that teachers use in giving feedback on compositions and the strategies that learners use in handling this feedback in the English-foreign-languge and Portuguese-native-language classrooms, respectively.
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Gonçalves, Paulo César, and Edilaine Buin. "Práticas de escritas extraescolares reconfigurando as práticas escolares." DESAFIOS: Revista Interdisciplinar da Universidade Federal do Tocantins 2, no. 2 (May 31, 2016): 111. http://dx.doi.org/10.20873/uft.2359-3652.2016v2n2p111.
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Este artigo expõe o desenvolvimento de uma proposta de escrita em um 2º ano do Ensino Médio de uma escola rural do Distrito Santa Terezinha, em Itaporã-MS e uma parte de seus resultados, a fim de promover uma reflexão em torno de novas possibilidades de trabalhos que contribuam para eliminar o abismo entre práticas de escritas escolares e as extraescolares e suas relações sócio históricas. Partimos do pressuposto que a escrita é heterogeneamente constituída, que os fatos linguísticos não se separam das práticas sociais (Corrêa, 2004). A proposta constituía da produção de um Jornal Virtual no Facebook, desenvolvido durante as aulas de Língua Portuguesa. As análises das produções de notícias e reportagens, mais os comentários possibilitados pela plataforma digital, possibilitam mostrar linguisticamente que não há uma fronteira rígida entre práticas de escrita da cultura grafocêntrica e aquelas da cultura digital, como supõem muitos educadores. Além disso, mostram que as redes sociais na escola podem funcionar como colaboradoras de um ensino de escrita mais eficiente e significativo para todos os envolvidos.Palavras-chave: ensino de língua portuguesa, letramentos, letramento digital, facebook AbstractThis paper exposes the development of a written proposal in a 2nd year high school students in a rural school district Santa Terezinha in Itaporã-MS and a part of its results, to promote a reflection on new possibilities for work that contribute to close the gap between school written practices and extracurricular and their socio historical relations. We begin from the assumption that the writing is heterogeneously formed the linguistic facts do not separate the social practices (Corrêa, 2004). The proposal constituted the production of a Virtual Journal on Facebook, developed during the Portuguese classes. The analysis of news production and reporting, plus the comments made on the digital platform, enable linguistically show that there is no rigid boundary between writing practices of focused on writing culture and those of digital culture, as they suppose many educators. Furthermore, show that social networks in school can work as collaborators in a more efficient and meaningful writing instruction for all involved.Keywords: teaching of Portuguese language, literacies, digital literacy, facebook
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Schmidt, Simone. "Fios de memória que atravessam o mar." Elyra, no. 16 (2020): 53–67. http://dx.doi.org/10.21747/21828954/ely16a4.
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From a feminist and decolonial approach, this article intends to analyze poems by two Portuguese-speaking authors: the Brazilian Conceição Evaristo and Odete Semedo, from Guinea-Bissau. In this comparative reading, we seek to highlight aspects of gender and race that are manifested in the poetics of the two authors, who, through their writing, bear witness of violence and inequalities experienced as consequences of Portuguese colonial history.
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PEREIRA, M. M. A., E. M. B. P. CHAGAS, and S. M. S. SACRAMENTO. "EDUCACÃO DE SURDOS: A COMPLEXIDADE DA ESCRITA EM PORTUGUÊS." Revista SODEBRAS 16, no. 181 (January 2021): 34–38. http://dx.doi.org/10.29367/issn.1809-3957.16.2021.181.34.
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Gonçalves, Talita dos Santos, Vanisa Fante Viapiana, Rochele Paz Fonseca, and Lilian Cristine Hübner. "Literacy, metalinguistic, and executive functions processing in bilingual children speakers of similar typology languages in a border area." Bilingualism: Language and Cognition 24, no. 4 (April 8, 2021): 758–66. http://dx.doi.org/10.1017/s1366728920000735.
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AbstractThis study aimed to analyze whether there are differences between bilingual (Brazilian Portuguese and Spanish) and monolingual (Brazilian Portuguese) school children regarding reading and writing learning achievement, in executive functions (EF) components and metalinguistic abilities. Twenty-three bilingual and 23 monolingual children, aged 6 to 8 years, were assessed in terms of their writing, reading, and metalinguistic abilities, and with verbal and non-verbal tasks testing EF. A bilingual advantage was observed in reading and writing abilities and in 16 of the 44 EF measures, including subcomponents of working memory, inhibition, cognitive flexibility, and executive attention, mainly in non-verbal paradigms, while monolingual children outperformed bilingual ones in three scores: counting errors (Five Digits Test), omission of bells (Bells test) and sequential trial B (Trail Making Test). There were moderate and weak effect sizes in metalinguistic subcomponents showing bilingual advantage. Literacy improvement seems to have the potential to increase linguistic and cognitive abilities.
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Hamilton, Russell G. "Lusophone Literature in Africa: Language and Literature in Portuguese-Writing Africa." Callaloo 14, no. 2 (1991): 313. http://dx.doi.org/10.2307/2931626.
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Flaherty-Echeverria, Satty. "Notes on Nicolás Guillén’s Influence on African Intellectuals Writing in Portuguese." CLR James Journal 21, no. 1 (2015): 107–22. http://dx.doi.org/10.5840/clrjames2015121425.
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Martins, Adriana. "Writing the Nation Beyond Resistance: Portuguese Film and the Colonial War." Revue LISA / LISA e-journal, Vol. X – n° 1 (March 13, 2012): 271–79. http://dx.doi.org/10.4000/lisa.5028.
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A. J. R. Russell-Wood. "Moorings: Portuguese Expansion and the Writing of Africa (review)." MLN 125, no. 2 (2010): 479–81. http://dx.doi.org/10.1353/mln.0.0254.
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Rothwell, Phillip. "Moorings: Portuguese Expansion and the Writing of Africa (review)." Comparative Literature Studies 48, no. 1 (2011): 82–83. http://dx.doi.org/10.1353/cls.2011.0018.
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Albuquerque, Cristina P. "Rapid naming contributions to reading and writing acquisition of European Portuguese." Reading and Writing 25, no. 4 (March 3, 2011): 775–97. http://dx.doi.org/10.1007/s11145-011-9299-6.
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Guerra, Joaquim. "A Comprehensive Study Of Portuguese As A Foreign Language Textbook Instructions For Writing Activities—Preliminary Results." American Journal of Social Science and Education Innovations 03, no. 06 (June 20, 2021): 69–78. http://dx.doi.org/10.37547/tajssei/volume03issue06-12.
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The paper aims to present the preliminary results of an ongoing study related to the teaching and learning of writing competencies, through the analysis of writing practices promoted in six Portuguese as a foreign language (PFL) textbooks for young adults. There is no systematic research about their adequacy with regard to the latest methodological guidelines or the existing curricula. Therefore, the theoretical and methodological assumptions and the organization of content and learning practices present in the textbooks are, to some extent, unknown. Although research in Didactics highlights their role in the planning of educational action by teachers and their influence on teaching and learning practice in the classroom. Preliminary results show that there are relatively few writing activities in the textbooks, and that they are mostly guided by behaviorist choices (audiolingual and audiovisual methods).
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Colaço, Madalena, and Anabela Gonçalves. "Sobre interferência sintática em tradução e em escrita autêntica." Revista da Associação Portuguesa de Linguística, no. 7 (November 30, 2020): 101–20. http://dx.doi.org/10.26334/2183-9077/rapln7ano2020a7.
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In translation contexts, translators must activate two distinct grammars, as well as pragmatic conditions that may also be distinct. This particular case of languages in contact may give rise to inadequacies or errors, sometimes explained as the result of transferring properties of the source language to the target language. Focussing on the results presented in Gonçalves & Colaço (2019), who analysed some issues concerning reference chains in the context of translation, this paper discusses the data under a new perspective. In line with Sorace & Filiaci’s (2006) Interface Hypothesis, we show that in translation, as well as in other situations of languages in contact, linguistic phenomena involving the interface between syntax and other cognitive domains (in particular, semantics and pragmatics) are more affected than phenomena that exempt this interface, which explains why syntactic interference does not operate randomly; we show that this hypothesis is empirically motivated by data involving reference chains in the context of English to Portuguese translation. Plus, we present and discuss data from L1 authentic writing, showing that Portuguese students at the University present similar problems in establishing the adequate reference chains both when they are writing texts in their L1 (Portuguese) and when they are translating from English to their L1 (Portuguese), which leads us to conclude that reference chains are a particular relevant area to confirm the Interface Hypothesis also in L1 contexts.
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Navas, Ana Luiza G. P. "Implications of alphabetic instruction in the conscious and unconscious manipulations of phonological representations in Portuguese-Japanese bilinguals." Written Language and Literacy 7, no. 1 (July 30, 2004): 119–31. http://dx.doi.org/10.1075/wll.7.1.10nav.
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In the present study, I compared implicit and explicit speech manipulation tasks for individuals who were exposed to an alphabetic system (Portuguese) to individuals exposed to a non-alphabetic system (Japanese). In Experiment I, performance on metaphonological tasks was measured for Japanese-Portuguese bilinguals with different levels of reading and writing skills. Results indicated that bilingual speakers who were not literate in Portuguese did not have phonemic awareness. In Experiment II, Japanese-Portuguese bilinguals, with varying levels of contact with the alphabet, were induced to produce speech errors. Although performance on a phoneme deletion task replicated the previous results, there were no differences between groups in the production of speech errors. The present study supports the proposal that only exposure to explicit alphabetic instruction contributes to the development of phonemic awareness. However, level of alphabetic exposure did not affect implicit knowledge of phonemes as revealed by induced speech errors.
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Magalhães, Justino. "Writing in the field of education: the Inquiry on Portuguese schools (1875)." Paedagogica Historica 52, no. 6 (July 19, 2016): 689–703. http://dx.doi.org/10.1080/00309230.2016.1192206.
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Imbruniz, Cristian Henrique. "Intertítulos de livros didáticos de português: concepções de língua, escrita e ensino de escrita (Portuguese language textbooks intertitles: conceptions of language, writing and teaching writing)." Estudos da Língua(gem) 18, no. 2 (August 3, 2020): 97. http://dx.doi.org/10.22481/el.v18i2.6737.
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Investigo oito livros didáticos de português, publicados entre 1930 e 2002. O arcabouço teórico da pesquisa se fundamenta numa articulação entre Linguística aplicada numa perspectiva discursiva e Antropologia pragmática da escrita, enfatizando o conceito de ato de escrita. O objetivo do trabalho consiste em determinar concepções de língua, escrita e ensino de escrita nos livros investigados a partir da descrição e análise dos seus intertítulos. Os resultados obtidos mostram que os intertítulos ocupam um papel decisivo na performatização das mencionadas concepções, sendo responsáveis por diferentes identidades gráficas em função da constituição de marcos gráfico-editoriais, como as seções exclusivas para o ensino de escrita a partir da década de 1970.
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Costa, Ana Luísa, Sónia Cerqueira, and Vanessa Carreto. "'E essa é a minha opinião': para o estudo da emergência da escrita argumentativa." Revista da Associação Portuguesa de Linguística, no. 3 (September 29, 2017): 51–73. http://dx.doi.org/10.26334/2183-9077/rapln3ano2017a24.
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In this article, we present an empirical study on early argumentative writing, in opinion texts written by children of the 2nd and 4th grade (1st cycle of basic education). The analysis of discourse and linguistic properties shows early skills in written argumentation. These results call into question the Portuguese teaching guidelines, which only begin providing for the writing of opinion texts in the 5th grade. This study also brings to light the conclusions of similar studies (Brassart, 1990, Leal & Morais, 2006) and contributes to the characterization of writing development and linguistic awareness in the initial school years.
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Santos, Daniel da Silva, Iara Cristina Araújo Nogueira, and Cid Ivan da Costa Carvalho. "Sistema automático de transcrição fonológica para o português." Texto Livre: Linguagem e Tecnologia 11, no. 2 (July 16, 2018): 50–67. http://dx.doi.org/10.17851/1983-3652.11.2.50-67.
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RESUMO: Os sistemas de transcrição automática de grafema para fonema são conhecidos como Graphem to phoneme (G2P). Neste trabalho, apresentamos um sistema automático de transcrição fonológica para o português, utilizando a tecnologia de estados finitos. Para o desenvolvimento desse sistema, seguimos os seguintes passos: a compreensão da relação entre as formas gráficas e as formas fonológicas da língua, a construção de um algoritmo, a implementação desse algoritmo numa linguagem de programação, o teste e a avaliação do sistema num corpus da língua portuguesa. Após o desenvolvimento, os resultados mostraram que o sistema apresenta nível satisfatório para a maior quantidade de palavras dessa língua; todavia, ainda precisa melhorar em outros aspectos, como a distinção entre o som aberto e o som fechado nas vogais anterior e posterior.
PALAVRAS-CHAVE: Português; transcrição fonológica automática; forma gráfica; forma fonológica.
ABSTRACT: The automatic grapheme transcription systems for phoneme are known as Graphem to phoneme (G2P). In this work, we present an Automatic phonological transcription system for Portuguese, using finite-state technology. For the development of this system, we follow these steps: the understanding of relationship between the graphical form and the phonological form of the language, the building of an algorithm, the implementation of this algorithm in a programming language, the testing and the evaluation of the system in a Portuguese language writing corpus. After the development, the results showed that the system presents a satisfactory level for the greatest amount of words of that language; however, it needs to be improved in other aspects, such as the distinction between open and closed sound in the anterior and posterior vowels.
KEYWORDS: Portuguese; automatic phonological transcription; graphical form; phonological form.
BECHARA, E. Moderna gramática portuguesa. 38. ed. Rio de Janeiro: Lucerna, 2005.
BEESLEY, K. R.; KARTTUNEN, L. Finite-State Morphology:Xerox Tools and Techniques, 2002.
BIRD, S.; KLEIN, E.; LOPER, E. Learning to classify text. In: _____. Natural language processing with python. United States of America: O'Reilly, 2009, p. 221-257. Disponível em: <http://www.nltk.org/book/>. Acesso em: mai. 2012.
BRAGA, D.; COELHO, L.; RESENDE Jr., F. G. V. A Rule-Based Grapheme-to-Phone Converter for TTS Systems in European Portuguese, VI Int. Telecommunications Symposium, Fortaleza-CE, Brazil, 2006. p. 976-981.
CARVALHO, C. I. C. Transdutor de estados finitos para conversão de grafema para a pronúncia da variedade linguística potiguar. 2016. 160 f. Tese (doutorado em Linguística) – Universidade Federal do Ceará, Centro de Humanidades, Departamento de Letras Vernáculas, Fortaleza, 2016.
CARVALHO, C. I. C. Conversor de transcrição fonética automática para as formas linguísticas da variedade linguística potiguar. Domínios de Lingu@gem,[s.l.], v. 11, n. 3, p. 733-752, 30 jun. 2017. EDUFU. http://dx.doi.org/10.14393/dl30-v11n3a2017-13. Disponível em: <http://www.seer.ufu.br/index.php/dominiosdelinguagem/article/view/37277/20915>. Acesso em: 10 ago. 2017.
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HULDEN, M. Foma: a finite-state compiler and library. In: CONFERENCE OF THE EUROPEAN CHAPTER OF THE ASSOCIATION FOR COMPUTATIONAL LINGUISTICS, 12., 2008, Atenas. Proceedings...Atenas: Eacl, p. 29-32, 2008. Disponível em: <http://dingo.sbs.arizona.edu/~mhulden/hulden_foma_2009.pdf>. Acesso em: 15 ago. 2013.
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VASILÉVSKI, V. Construção de um sistema computacional para suporte à pesquisa em fonologia do português do Brasil. 2008. 166f. Tese de doutorado - Pós-graduação em Linguística da Universidade Federal de Santa Catarina, 2008.
VEIGA, A.; CANDEIAS, S.; PERDIGÃO, F. Conversão de Grafemas para Fonemas em Português Europeu – Abordagem Híbrida com Modelos Probabilísticos e Regras Fonológicas. Linguamática, v. 3, nº 1, 2, p. 39–51, dez. 2011.
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Miccoli, Laura S. "Journal-writing as feedback and as an EFL-related-issues discussion tool." Estudos Germânicos 8, no. 2 (December 31, 1987): 59. http://dx.doi.org/10.17851/0101-837x.8.2.59-66.
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This paper reports the results of an experience in which journal-writing was used to tap into the students learning processes so as to provide them with feedback on their teaching/learning processes and with the opportunity to discuss EFL teaching problems. This was accomplished by asking students to ponder over their learning experiences together with their reactions to class activities, and were recorded on a Portuguese-written journal. Students were also asked to write about the methodological assumptions underlying each class activity so that they could develop their own views on language teaching. Este artigo apresenta os resultados de uma experiência na qual o diário foi usado como instrumento que permitisse dar aos alunos feedback sobre seus processos de aprendizagem e discutir assuntos relacionados com o ensino de inglês como língua estrangeira. Foi pedido aos alunos que refletissem sobre suas experiências enquanto alunos, bem como sobre suas reações às atividades de classe. Estas foram descritas em Português apesar de tratar-se de curso de Lingua Inglesa. Os alunos também escreveram sobre os motivos em que se baseavam as atividades de das? s, de forma a permitir que eles desenvolvessem uma visão pessoal sobre o ensino de línguas.
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Fonseca, Gleice Lima da, and Claudia Lemos Vóvio. "Produção de textos escritos na alfabetização: Um estudo em duas escolas públicas localizadas em territórios socialmente vulneráveis." education policy analysis archives 26 (December 10, 2018): 164. http://dx.doi.org/10.14507/epaa.26.3728.
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This article analyses the teaching of text writing during literacy years in two schools located in socially vulnerable territories of the municipality of Sao Paulo, Brazil. Despite the predominantly qualitative nature of the study, mixed methods were adopted so that different sources could converge and diversified analytical procedures could be gathered. The analysis of the documental source was articulated with registries of participant observation in seven Portuguese Language classes of the third year of the Fundamental level in 2014, focusing on tasks and on the writing of texts by students. The analytical categories employed were established from data explorations and from the study of the theoretical-methodological changes observed in literacy and curricular organization in the municipal education network. Results indicate disparities between what is taught in these schools and the foreseen contents and opportunities involved in learning to write texts. Besides the low frequency with which writing text activities were employed, the observed disparities refer to the selection of contents and to the adoption of divergent approaches as far as the official conception of teaching Portuguese Language goes. Bearing in mind the literature on the disadvantageous distribution of school knowledge for students from less favoured social contexts, results indicate imbalances in access to knowledge and acquisition of abilities related to text writing. As a consequence, addressing these inequalities becomes more complex for certain groups.
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Soares, Hugo. "The National Institute for Scientific Research (INIC): Pathway and Influence in Portuguese Science Policy (1976-1992)." HoST - Journal of History of Science and Technology 13, no. 2 (December 1, 2019): 142–48. http://dx.doi.org/10.2478/host-2019-0017.
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Abstract My Ph.D research project aims at writing the history of the Portuguese National Institute for Scientific Research (Instituto Nacional de Investigação Científica, INIC) (1976-92). Although INIC is an important institutional actor in the development of the Portuguese scientific system, it has been mostly absent from the history of the Portuguese institutions of science policy. INIC was founded after the Carnation Revolution of 25 April 1974 in a context in which institutional coordination of scientific research had already become a priority. The political instability of the post-revolutionary period, together with the expansion of the scientific system, resulted in institutional tensions and conflicts involving the scientific community, the higher education community, and other institutions tangent to INIC, that led to its extinction in 1992. Based on INIC’s archive and complemented by secondary sources and interviews, this project proposes to bring this institution into the historical narrative of the Portuguese institutions of science policy.
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Pyper, Hugh. "'Job the Dog': Hélène Cixous on Wounds, Scars and the Biblical Text." Biblical Interpretation 11, no. 3 (2003): 438–48. http://dx.doi.org/10.1163/156851503322566840.
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AbstractHélène Cixous' engagement with biblical texts is a significant but neglected aspect of her work. In this essay, the biblical allusions in several of her works are traced, particularly centring around the theme of the dog and the bite or wound. The Bible represents for Cixous both an example of the unbounded writing she sees as feminine, and a text that is confined by masculine authority and taboo. These two aspects come together in her engagement with the writings of Clarice Lispector whose grammatically paradoxical phrase in Portuguese eles a biblia—'those he-bible', as translations inadequately represent it—embodies that tension. The tension between these styles of writing in the Bible opens up as a wound in the text which allows a penetration below the surface. The power of the Bible is in the way that this opening lets the reader see 'the meat we are' in an encounter with the 'root' of being.
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Lima Ferreira, Antonieta. "Quando a escrita precisa de mundo. Quando o mundo precisa de ser escrito." Revista da Associação Portuguesa de Linguística, no. 6 (November 25, 2019): 13–17. http://dx.doi.org/10.26334/2183-9077/rapln6ano2019a2.
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The teaching of writing, in the context of the Portuguese class of high school students, mobilizes reflection on how perspectives and informed opinions are built, being capable of underpinning the writing of expositoryargumentative texts. The theme to be developed in the texts is given by the present, which is configured, in its complexity, as requiring a specially informed approach. Since the world needs to be written and writing needs the world, what one teaches, learns, and evaluates must jointly consider these needs. Only in this way, it will be possible to figure what students know and how do they know how to do it, in this case, their writing competence, particularly in this textual genre. To make assessment a tool to better teach and learn.
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Benis, Rita. "The origins of screenwriting practice and discourse in Portugal." Journal of Screenwriting 11, no. 1 (March 1, 2020): 27–44. http://dx.doi.org/10.1386/josc_00011_1.
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Following previous works by Patrick C. Loughney, Isabelle Raynauld, Steven Maras, Ian Macdonald, Alain Carou and Steven Price on screenwriting’s historical development in national frameworks, this article proposes to examine Portuguese screenwriting historical culture in relation to its major external influences: French, Italian and American cinema. If it is true that American mainstream cinema and its screenwriting models are now hegemonic and increasingly present in Portuguese film culture, it is also true that Portugal had (and continues to have) a strong ‘author-oriented’ film tradition, focused on artistic processes, clearly present in its screenwriting culture. Such characteristics developed first under the influence of French and Italian silent cinema, through the contribution of foreign film directors who worked in Portugal and established schools there. Also important were the cinematographic experiences (film and writing) made by modernist poets during the silent film period. Finally, the powerful influence of the French Politique des Auteurs (1950s) also helped to configure Portuguese screenwriting culture. To contextualize the Portuguese experience specifically, I explore the origins of screenwriting practice and discourse in Portugal, addressing the many political, historical and financial aspects that impacted the Portuguese perception of screenwriting craft from an early stage.
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Villas Boas, Isabela de Freitas. "Process writing in a product-oriented context: challenges and possibilities." Revista Brasileira de Linguística Aplicada 14, no. 2 (May 2, 2014): 463–90. http://dx.doi.org/10.1590/s1984-63982014005000011.
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This case study analyzed to what extent localized process writing pedagogy is applicable and effective in an EFL context and how students respond and react to it. A class of 16 intermediate-level teenage students in an ELT Institute in Brazil was selected. A carefully planned project on process-based writing was followed, and students' performance in and reactions to each stage of the process were analyzed. Concurrently, the study also investigated the teaching of writing in students' native language - Portuguese - in their regular schools. It could be concluded that the teaching of writing in the regular schools focuses more on the process than on the product and that a pedagogical approach focused on the process in the EFL classroom can serve to fill in the gaps left by the students' experiences with writing in L1.
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Nunes, Ana Margarida. "European Portuguese Phonetics: Difficulties for Chinese Speakers - Considerations." JOURNAL OF ADVANCES IN LINGUISTICS 4, no. 3 (September 14, 2014): 419–27. http://dx.doi.org/10.24297/jal.v4i3.2148.
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The present paper is a pilot study focusing the common difficulties that either Mandarin or Cantonese speakers present on writing Portuguese. The observed problems are an obstacle on the accurate learning of European Portuguese and are related with the Portuguese minimal pairs [p]/[b]; [t]/[d]; [k]/[g] that are often misunderstood. Those specific examples the use of [p] instead of [b] may create a new word but also a different meaning, as example: (small boat) instead of (big vase), or (not existing) instead of (receive). Works of 25 students were selected and 43 occurrences analyzed. Recognizing the limitations of the present research the results show that the prevalent confusion is with the pair [t]/[d] when in CCV context. The study (although recognizing its limitation) should be seen as approaches and reflections that must be deeply studied and data being important to Second Language Teachers and researchers.
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SPINA, DANIELA. "WRITING NATIONAL HISTORY WITHOUT A NATION: THE CASE OF INDO-PORTUGUESE LITERARY HISTORY." Dacoromania litteraria 6 (2020): 96–110. http://dx.doi.org/10.33993/drl.2019.6.96.110.
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Williams, Claire. "The New ‘New’ Writing: Critical Essays on Contemporary Portuguese Poetry and Brazilian Prose." Journal of Romance Studies 10, no. 3 (December 2010): 123–29. http://dx.doi.org/10.3828/jrs.10.3.123.
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