Vol. 28 No. 57 (2018): Discourse Analysis: studies on policies and practices in the Brazilian Public Education scenario

View Vol. 28 No. 57 (2018): Discourse Analysis: studies on policies and practices in the Brazilian Public Education scenario
2nd sem.: jul.-dec. 2018
Issue date: Dec. 26, 2018
DOI: https://doi.org/10.22409/cadletrasuff.v28i57
Published: 2018-12-26

Introduction

  • Discourse Analysis: studies on policies and practices in the Brazilian Public Education scenario

    Del Carmen Daher, Vanise Gomes de Medeiros
    9-15
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a660

Interview

  • Interview with Prof. Dr. Margarida Salomão

    Del Carmen Daher, Vanise Gomes de Medeiros
    17-26
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a631

Dossier

  • High School Reform - the evidence of a freedom of choice in a school for all

    Claudia Regina Castellanos Pfeiffer
    27-51
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a602

  • Discourse and foreign language teaching in Brazil: the invention of potentiating micropolitical devices

    Décio Rocha
    53-71
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a601

  • The polysemy of the formula ‘university autonomy”

    Phellipe Marcel da Silva Esteves, Bruno Rego Deusdará Rodrigues
    73-96
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a623

  • A discursive analysis of Brazilian nNational Learning Standards before and after the 2016 coup: education for the fight against discrimination?

    Alice Moraes Rego de Souza, Maria Cristina Giorgi, Fabio Sampaio de Almeida
    97-116
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a616

  • (In)common mirror: a discursive view at a propaganda of the Common National Curricular Base

    Juliene da Silva Marques, Clésia da Silva Mendes Zapelini
    117-133
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a592

  • Constitutive misconception in curricular proposals

    Frederico Sidney Guimarães
    135-153
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a622

  • Between law and desire: the deaf’s claim for a bilingual education

    Angela Corrêa Ferreira Baalbaki
    155-172
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a609

  • The moviment Partyless School and the choking of the subjects of education

    Bruna Maria de Sousa Santos, Washington Silva de Farias
    173-189
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a598

  • Discourse and policies of foreign language teaching: an analysis of the Rio Global Child Program

    Cristina Fernandes Lopes, Antonio Andrade
    191-208
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a617

  • In search of a field image: ways of a discursive reading

    Lucas Martins Flores, Graciele Turchetti de Oliveira Denardi
    209-227
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a607

  • The device involved in the work of the reading room in the municipal schools of Belém (PA): is there anything out of order?

    Aline Batista Rodrigues, Fátima Cristina da Costa Pessoa
    229-251
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a595

  • ENEM 2017: an interpretative analysis under the perspective of languages policy

    Caroline Dambrozio Guerra, Larissa Montagner Cervo, Romário Volk
    253-271
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a611

  • Teacher’s discourse and problematization of teacher practice: argumentation, interdiscurso and representation

    Lucineudo Machado Irineu, Maria Margarete Fernandes de Sousa, José Olavo da Silva Garantizado Júnior
    273-297
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a550

  • The media and the sayings about teachers in Brazil: an analysis of journalistic discourse

    Silmara Dela Silva, Regiane Gomes dos Santos
    299-317
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a603

  • Contradiction, struggling, resistance: reflections on the exclusion of the Spanish language of the curriculum of the Brazilian high school

    Taís da Silva Martins, Verli Petri, Larissa Montagner Cervo
    319-340
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a610

  • Disciplinarization of the English language in Brazil and its effects on of students’ imaginary about the language in public schools in Brazil

    Elaine Daróz
    341-353
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a600

  • An analysis of the historicity on senses for Portuguese language teaching

    Ronaldo Adriano de Freitas
    355-372
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a605

  • The supervisor and the school: a never ending relationship?

    Soraya Romano Pacífico, Lucília Maria Abrahão e Sousa, Dantielli Assumpção Garcia
    373-393
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a625

  • For a Scientific Dissemination Proposal. Theorization and Practice. On the construction of the Virtual Audiovisual Encyclopedia of Discourse Analysis and related areas

    Bethania Mariani, Giovana Cordeiro Campos de Mello
    395-413
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a584

Other Themes

  • “Terras do sem fim’ and “The violent land’: adventure and social criticism

    Eliza Mitiyo Morinaka
    415-435
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a582

  • Writing and memory. From the myth of Theuth to the “De umbris idearum’ of Giordano Bruno

    Fabrizio Rusconi, Clara Salvador
    437-451
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a573

  • The sacred, the profane and the superiority of poetry in ‘I dwell in possibility”, by Emily Dickinson

    Alysson Ramos Artuso, Gisele Eberspächer
    453-474
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a614

  • The text builds the/a world – guidelines for the study of João do Rio’s “crônicas’

    Tiago de Holanda Padilha Vieira
    475-492
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a580

Acknowledgments

  • Sobre esta edição

    1-8
    DOI: https://doi.org/10.22409/cadletrasuff.2018n57a661