Departamento de Ciências da Linguagem (DCL)
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Percorrer Departamento de Ciências da Linguagem (DCL) por Domínios Científicos e Tecnológicos (FOS) "Humanidades"
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- Contemporary challenges in foreign language learning in higher education: rethinking the interactions between digital tools, cultural intelligence and cognitive load for a balanced active pedagogyPublication . Delplancq, Véronique; Costa Lopes, Ana Maria; Pereira, José Manuel de Almeida; Gillain, Romain; Fidalgo, Susana; IJARThe use of digital tools in foreign language learning in higher education raises many pedagogical challenges, particularly in terms of the skills to be developed, vital for society and the labour world, while simultane ously managing the cognitive load of students. Based on the results of experiments carried out with undergraduate Media Studies students at the Escola Superior de Educação de Viseu(Portugal), the paper questions the effects of applying active pedagogies using digital tools upon the acquisition of these competences, with particular focus on cultural intelligence, while keeping students' cognitive load balanced. Results show that pedagogical activation can favour the development of diverse competences and cognitive processes, but presents risks, namely overload in the case of poorly planned activities. The article aims to contribute to the design of balanced, rich and cognitively sustainable pedagogical devices, contributing to an active pedagogy with the integration of the digital tools.
- Exploring feelings and emotions using picturebooks: a didactic proposalPublication . Melão, DulceKnowing how to process feelings and emotions from an early age has been widely recognized as having a strong impact on how children build relationships with others and welcome empathy, fostering socioemotional skills essentials to face contemporary challenges that involve conflicts at small and larger scales. In this light, teachers play a fundamental role in helping children to identify and understand feelings and emotions, so that they can deal with them harmoniously and learn to live together in peace with each other, respecting everyone. In line with the above, this paper investigates the role played by picturebooks to encourage the understanding of emotions, in primary education, through didactic proposals having at its core shared reading practices and autonomous reading. For the purposes of this study, two picturebooks, by JonArno Lawson are analyzed: Sidewalk flowers and Over the rooftops, under the moon. The theoretical framework of the study draws from research on the importance of using picturebooks to encourage understanding of feelings and emotions from an early age. Furthermore, studies focusing on the role of picturebooks’ illustrations to foster the development of attitudes and values leading to multifaceted ways of looking at the world are also considered…. As far as methodology is concerned, the main themes emerging from the picturebooks are analyzed and articulated with meanings conveyed by the illustrations. From this synergy, paths of exploration of both works are suggested, and emphasis is put on potential of the poetic nature of illustrations to unveil a plurality of feelings and emotions. The analysis carried out allows us to conclude that the two picturebooks analyzed have ample potential for didactic exploration, enabling children to gain a better understanding of feelings and emotions such as loneliness, joy, sadness, fear and loss. Illustrations play a key role in helping to identify these feelings and emotions, enhancing interactions with readers, both in shared reading practices and in autonomous reading. Both books gently offer ways of rethinking how to deal with feelings and emotions, contributing to the development of attitudes and values that foster peace.
- LÍNGUAS ESTRANGEIRAS: PATRIMÓNIO LINGUÍSTICO E CULTURAL: VITALIDADE E AMEAÇASPublication . Damome, Etienne; Costa Lopes, Ana Maria; Domené-Painenao, Olga; Koller Okura, Eve; Castro, Catarina; Varela Capela Granjo Ferreira, Cláudia Sofia; Domingues, Cristina Bernardo; Sousa, Sweder; Fernandes, Telmo; Fidalgo, Susana; Delplancq, Véronique; Delplancq, Véronique; Costa , Ana Maria; Smet, Charlotte; Capela, Cláudia; Amaro Costa, Cristina; Ribeiro, Ivone; Pereira, José; Martin, Justine; Gillain, Romain; Fidalgo, SusanaA importância de uma língua vai muito além da sua função básica de comunicação pelo alicerce da identidade no que respeita à cultural, ao conhecimento tradicional (medicina, agricultura, meio ambiente, …), a um repositório de saberes e até à visão do mundo dos falantes. As línguas são um símbolo de direitos e de liberdade (Whorf, 2012). Fenómeno linguístico, cultural e social, o desaparecimento de línguas tem ocorrido de forma acelerada nas últimas décadas. Estima-se que existem mais de 7000 línguas faladas atualmente (Notícia da Rede, 2023), muitas em risco de extinção. A Unesco calcula que uma língua desaparece a cada duas semanas (Moseley, 2010). Podemos identificar como principais causas do desaparecimento das línguas a globalização e o domínio de línguas majoritárias, a desvalorização cultural, as poliíticas governamentais repressivas e de assimilação cultural, a migração, a urbanização, o desaparecimento dos falantes, com pouca ou mesmo sem transmissão às novas gerações, as alterações climáticas, a falta de ensino formal, o estigma social e a falta de registo linguístico. As consequências deste desaprecimento são, por exemplo, a perda da memória do mundo, das comunidades e do conhecimento ancestral, a perda de identidade cultural e a uniformização (Sallabank & Austin, 2023). A diversidade linguística assume-se como uma das formas da humanidade refletir sobre a sua pluralidade de experiências e de perspetivas. Atua como fortalecimento das comunidades e da coesão social. O domínio de línguas estrangeiras permite diversificar as oportunidades de emprego no mercado de trabalho e abre as portas a perspetivas de carreira mais ricas. Para além disso, as línguas estrangeiras desempenham um papel fundamental na construção de uma cidadania ativa e responsável. Veículos do património imaterial da Humanidade, recursos essenciais para a realização eficaz dos objetivos de desenvolvimento sustentável, as línguas estrangeiras participam nos pilares económico, social e ambiental, mas também dependem deles. Neste contexto, este livro de publicações tem por objetivos: - Promover o património linguístico e cultural associado às línguas estrangeiras; - Evidenciar as relações entre as línguas estrangeiras e o meio social, a realidade económica e o contexto ambiental; - Sensibilizar para as questões de defesa, preservação, vitalidade, revitalização e extinção das línguas estrangeiras; - Favorecer o intercâmbio e a reflexão entre os participantes. Como temáticas em causa destacam-se: - As línguas estrangeiras: património cultural imaterial sob ameaça constante - resultados de investigações inter e multidisciplinares sobre as línguas estrangeiras ameaçadas ou extintas; - Ações de defesa e preservação das línguas estrangeiras; - Relação entre línguas estrangeiras, património cultural, identidade, ecologia e sustentabilidade; - Desafios da diversidade linguística; - Plurilinguismo e diversidade das línguas estrangeiras: transmissores de valores, pilares da construção da cidadania ativa e responsável.
- MULTIMODAL CREATIVITY AT THE SERVICE OF FOREIGN LANGUAGE TEACHING IN HIGHER EDUCATION IN PORTUGAL: THE JASM PROJECTPublication . Costa Lopes, Ana Maria; Costa, Cristina Amaro da; Coutinho, Emília; Oliveira, Isabel; Pereira, José; Gillain, Romain; MOTA ROBOREDO AMANTE, FÁTIMA SUSANA; Fidalgo, Susana; Rocha Relvas, Susana; Delplancq, Véronique; JPBReviewThe JASM project used the Korsakow6 platform to produceStorytellingin foreign languages (FL), by students of the Media Studies degree course (Higher Education-HE) of the Escola Superior de Educação de Viseu(ESEV, Portugal).Objective: Look into the impact of non-linear digital narratives upon FL learning in HE, assessing the role of multimodal tools in fostering linguistic, cultural, and technological skills.Theoretical Framework: The study was grounded in active methodologies with a focus on integrating intercultural skills. Using new technologies is a catalyst forenhancing student motivation and autonomy.Method: The project, developed within the context of French and English, involved 25 voluntarily participating students attending the first year. Following language level tests, each group gathered information about the nationality and culture of migrants living in Viseu. Students conducted interviews and documented migrants’ life stories, traditions, using digital narratives. Final outputs included short films, social media posts, exhibitions, and an e-book. Results and Discussion: Students enhanced cognitive, emotional and aesthetic skills within collaborative environments, integrating experiences from multilingual and multicultural contexts with creative and multimodal abilities and increased autonomy and initiative. Challenges were identified, highlighting the need for ongoing teacher training.Research Implications: This project showed how digital and active pedagogies can foster the development of FL and intercultural competencies in HE students.Originality/Value: This study provides for an innovative approach relying on multimodal technologies for teaching FL in HE. The transformative potential of digital narratives as an impactful pedagogical tool is highlighted.
- “Nas abreviaturas do imenso:” espaços ficcionais da opressão em Uma longa viagem, de Daniel ChambersPublication . Melão, Dulce; Carneiro, Fabianna Simão Bellizzi; Borges Filho, OzírisOs relatos de viagens alimentados e atravessados pela violência, pela opressão e pelo medo são perturbadores. A literatura infantojuvenil que tem como cerne deslocações forçadas, suscitadas pela guerra, é matéria-prima de relevo para tal reflexão, dado poder espelhar uma panóplia de emoções que eclodem em circunstâncias adversas. Neste capítulo, damos voz a uma das obras que o corrobora: Uma longa viagem (CHAMBERS, 2018), da autoria de Daniel Chambers, com ilustrações de Federico Delicado. No âmbito da análise realizada, primeiramente, buscam-se deambulações do olhar nos limiares da narrativa, neles atentando para dar a ler trajetos peritextuais ancorados na página e fora dela. Em seguida, procede-se ao mapeamento do medo e do desalento que transbordam em distintos microespaços da obra, seguindo o referencial teórico da topoanálise (BORGES FILHO, 2007) e analisando “espaços do medo” (BOLLNOW, 2019) que emergem da névoa e da escuridão que permeiam a longa viagem narrada. A par de tais linhas norteadoras, indagam-se modos de estar em tempos e espaços associados à “modernidade líquida” explanada por Bauman (2013). Ganhando alento nessa transitoriedade, a terceira parte desta reflexão propõe um mergulho na margem como desvio, oscilação e promessa de múltiplas conotações e vozes que o espaço projeta. As considerações finais apontam para a fecundidade dos sentidos do espaço na obra em análise, bem como para a sua atualidade na sociedade hodierna – em movimento vivaz que acolhe mobilidades.
- “Opressão, resgate e identidade em ‘Tempo de ser ovo, ovo de ser tempo’ de Corsino Fortes”.Publication . Rocha Relvas, Susana; Naia Sardo, Anabela Oliveira da; Bellizzi Carneiro, Fabianna; Borges Filho, OzírisA combinação entre história e literatura enfatiza a natureza simbólica e subversiva das narrativas literárias. Contar as suas estórias através da representação literária, é contribuir para a história da identidade africana, das literaturas lusófonas e das literaturas mundo. A poética de Corsino espelha um polisistema intercontinental formado por literaturas e culturas historicamente ligadas, de natureza híbrida, com inter-relações hierárquicas (periféricas e centrais), espaços geográficos e simbólicos onde representações e práticas culturais têm lugar. Os seus versos espelham uma dialética entre as cartografias continental e insular, passando pela diáspora e pela transição da condição de subalternidade em tempo colonial, para a reconstrução da identidade cabo-verdiana no período pós-colonial.
- Propostas de fruição da ilustração nas práticas educativas de futuros professoresPublication . Melão, Dulce; Pereira, Ana; Almeida, AnaBecause of the multiple meanings they reverberate, illustrations play a fundamental role in shaping the educational practices of future teachers and can have a positive impact on their future audience. Following this line of thought, the main aim of this paper is to present a proposal for exploring the book Under the Same Moon, by Jimmy Liao, reflecting on ways to explore illustration paths in educational contexts, fostering peace education. The theoretical framework of the paper draws from: i) the potential of children’s literature to increase aesthetic sensibility, by investing on the peritextual apparatus; ii) international recommendations and national guidelines concerning peace education. In line with this, methodologically, the focus is put on the peculiarities of peritexts and their importance to nurture attention to detail in future teachers educational practices, and special attention is given to illustrations, with an emphasis on their multifaceted nature. The proposal suggested on the basis of the book selected highlights the importance of including ways of exploring the illustrations which, having a preponderant role in the development of the narrative, contribute to enhancing understanding of peace. In this sense, the proposal can be seen as a viable option for the implementation and development of educational practices by future teachers with their future audience.
- Welcoming linguistic diversity in What makes us humanPublication . Melão, DulceThis paper aims to explore What makes us human, by Victor Santos, with illustrations by Anna Forlati, addressing the importance of languages as cultural treasures in permanent metamorphosis through text/image synergies. The theoretical framework of the research is based on studies on the current challenges of linguistic diversity in educational contexts and on the role of “new nonfiction picturebooks” regarding the understanding of multiple facets of Education for Global Citizenship in primary school, as well as Education for Peace The following research objectives were defined: i) to investigate the role of text/image interactions regarding the development of comprehension skills to foster respect for linguistic diversity and their didactic potential; ii) to examine the multidimensional ways in which text/image synergies promote a culture of peace, aligned with Global Citizenship Education. Methodologically, synergies text/image were analyzed, and thematic nuclei were identified in line with the aims set for the research. Two categories emerged a posteriori: i) welcoming linguistic diversity and cultural heritage; ii) socio-emotional aspects related to using languages, illustrating peace. The articulation of the categories showed that the picturebook analyzed has generous didactic potential, encouraging respect for all languages as strong links to build bridges for peace and well-being. The paper has also shed light on the fundamental role of illustrations in shared reading practices to fulfil this goal.
- WHEN POETRY GREETS NATURE: EDUCATING FOR SUSTAINABLE DEVELOPMENT IN PRIMARY EDUCATIONPublication . Melão, DulceNon-fiction picturebooks have been increasingly recognized as powerful didactic tools to rethink important contemporary challenges such as climate change, ocean life, pollution, linguistic diversity and cultural heritage. Reflecting on these topics is very important in primary education because of how it can increase the development of critical thinking and contribute to building a fairer and more inclusive society. In addition, non-fiction picturebooks creatively stimulate children's curiosity, encouraging their interest in the topics covered, by the multifaceted way in which they combine texts with illustrations. Considering the above, this paper presents a proposal for a didactic approach to the non-fiction picturebook Time runs like a river, by Emma Carlisle, with the central aim of exploring how it can contribute to educating for sustainable development and nurture aesthetic sensibility. The theoretical framework of the paper is supported by research on the relevance of non-fiction picturebooks in Education, as well as international reports and studies on Education for Sustainable Development. In terms of methodology, the peritextual apparatus is analyzed, and attention is paid to the didactic role of illustrations for understanding the multidimensional nature of sustainable development. In addition, the paper explores the ways in which information interacts with the poetic features of the text, in dialogue with the illustrations, stimulating attention to detail. The paths followed led to the conclusion that this picturebook is an aesthetic artefact whose hybridity makes a strong contribution to developing children’s critical thinking, regarding Education for Sustainable Development, given the multifaceted challenges it poses to them throughout the reading. The harmonious combination of the illustrations with the text also makes it possible to foster inferential comprehension, cultivating reading for pleasure. It also contributes to highlighting the importance of individual behavior and attitudes towards sustainable development. In that light, Time runs like a river is a powerful thought-provoking tool to help children rethink new paths to build a more just and equitable society, welcoming peace.