Reading Dogville in Brazil: Image, Language and Critical Literacy

Mór, Walkyria Monte

doi:10.2167/laic232.0

Cited by 7 publications

(3 citation statements)

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“…O uso de vídeos como material e recurso didático para o ensino de línguas não é algo recente (Berk, 2009). As imagens sempre estiveram no centro das comunicações sociais (Castells, 1999;Monte-Mór, 2006). Contudo, o fenômeno dos youtubers emergiu há pouco menos de uma década e pode ser concebido como uma forma de comunidade virtual (Lévy, 1999), permitindo a construção de novas formas de subjetividade (Alencar dos Santos, 2014).…”

Section: Youtube E Youtubers Em Sala De Aula De Plaunclassified

“…Desse modo, os alunos apresentam-se de maneira mais ativa na comunicação, tanto em sala de aula quanto fora dela. Uma das justificativas de nossa proposta é também contribuir para a reflexão sobre o papel da multimodalidade no letramento visual e crítico (Monte-Mór, 2006), já que esta impõe a necessidade de um novo olhar para o letramento crítico, isto é, uma perspectiva que englobe e lide com as multimodalidades e com as novas subjetividades em rede.…”

Section: Youtube E Youtubers Em Sala De Aula De Plaunclassified

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Using Brazilian youtubers videos as instructional resources in Portuguese as an Additional Language: problematization and projection for didactic material production

Bottura

Negri

Gattolin

2019

BELT

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This paper aims at presenting and discussing some potentialities and projections of the use of instructional resources for teaching Portuguese as an Additional Language (PAL) with videos of Brazilian youtubers. These kind of videos are considered as authentic materials, which bring out, through samples of real-life language in use, opportunities to develop the linguistic-communicative competence in the teaching context of PAL. Besides, they facilitate the work with different dimensions of the Portuguese language and Brazilian culture. Based on the theories of critical literacy in language teaching (Duboc, 2012; Menezes de Souza, 2011; Monte-Mór, 2012; 2013), we aim at developing learner’s linguistic-communicative competence by making use of critical-reflexive practices. This contribution is part of an ongoing project to elaborate instructional materials for teaching PAL.

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Section: Youtube E Youtubers Em Sala De Aula De Plaunclassified

Using Brazilian youtubers videos as instructional resources in Portuguese as an Additional Language: problematization and projection for didactic material production

Bottura

Negri

Gattolin

2019

BELT

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“…Outros consideram o cinema como um fenômeno que modifica o universo imaginário dos espectadores (Gabbard, 2001a;Monte Mór, 2006;Urwin, 2010) e produz novas possibilidades subjetivas pela potência da "linguagem poética e visual, comum ao sonho e ao cinema, contra a ordem instituída no mundo" (Sampaio, 2000, p. 47).…”

Section: Figuraunclassified

Psicanálise, cinema e fantasia: a análise de filmes pela perspectiva de Melanie Klein e autores pós-kleinianos

Júnior¹,

Pinheiro²

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Multimodality, Mass Migration and English Language Teaching

Zacchi

2016

Rev. bras. linguist. apl.

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This paper aims to discuss the use of multimodality in English language teaching. The corpus consists of a set of activities based on a series of pictures related to the seizure of two trucks carrying US-bound migrants in 2011. Two different groups, comprised of pre-service and in-service English language teachers, took part in the research. The first part of the activity involved loose interpretations of the pictures and a discussion about migration nowadays. Afterwards, other activities were carried out based on Luke and Freebody's four-resources model (1990). Some preliminary analyses lead us to conclude that the reading of images is very much culturally sensitive and that multimodal ways of meaning making are becoming more powerful in the globalized, digital era, turning them into an important means for English teaching nowadays. Keywords: multimodality; ELT; migration; the four-resources model resumo: O objetivo deste trabalho é discutir o uso da multimodalidade no ensino de inglês. O corpus da pesquisa se constitui de atividades baseadas numa série de imagens relacionadas à apreensão de dois caminhões carregando imigrantes para os Estados Unidos em 2011. Participaram da pesquisa dois diferentes grupos com professores em formação inicial e continuada. A primeira parte da atividade incluiu interpretações livres das imagens e uma discussão sobre migração na atualidade. Posteriormente, foram realizadas outras atividades com base no four resources model de Luke e Freebody (1990). Análises preliminares mostram que a leitura de imagens é muito mais sensível ao contexto e que a construção de senti-* vanderleiz@yahoo.com 1 A previous version of this paper was presented at the Western States Rhetoric and Literacy Conference in Winnipeg, Canada, on 19 October 2012. The research for this article was made possible, in part, through support provided by CNPq (process # 401394/2010-7). I thank Dr. Simone Batista da Silva of Universidade Federal Rural do Rio de Janeiro for her comments on an earlier version of this paper. I would also like to thank the anonymous reviewers of the first manuscript for their helpful comments.

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Reading Dogville in Brazil: Image, Language and Critical Literacy

Cited by 7 publications

References 1 publication

Using Brazilian youtubers videos as instructional resources in Portuguese as an Additional Language: problematization and projection for didactic material production

Using Brazilian youtubers videos as instructional resources in Portuguese as an Additional Language: problematization and projection for didactic material production

Psicanálise, cinema e fantasia: a análise de filmes pela perspectiva de Melanie Klein e autores pós-kleinianos

Multimodality, Mass Migration and English Language Teaching

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