A fraseologia estuda frases ou expressões cristalizadas pelo uso, que foram criadas para responde... more A fraseologia estuda frases ou expressões cristalizadas pelo uso, que foram criadas para responder a necessidades comunicativas. Embora pareça existir um decréscimo na sua utilização, o certo é que ainda sobrevivem e, como tal, colocam algumas dificuldades a estudantes de Português como Língua Estrangeira (PLE) pelo seu caráter não linear. O presente trabalho procura trazer à discussão o papel da língua materna na aquisição destas expressões por parte de alunos de Português como Língua Estrangeira, analisando, a partir de dados recolhidos num trabalho de investigação anterior, se a existência de expressões análogas na língua materna, a frequência de uso, o tempo de estudo, influenciam o seu conhecimento.
The concept of ethos was initially used by Aristotle in his rhetorical studies. Since then, sever... more The concept of ethos was initially used by Aristotle in his rhetorical studies. Since then, several authors recovered the concept in their linguistic-textual and discursive studies. Ducrot addressed the notion of ethos concerning the distinction between speakers λ and L. Maingueneau associates the ethos to the speaker’s statute and to the process of legitimating what it says. Charaudeau also relates ethos with the speaker, linking it to his social, moral and ideological representations. This contribution, corresponding to an excerpt of a doctoral thesis, aims at identifying the ethe built by Portuguese and Brazilian statesmen in the “year-end” political messages of 2011 and 2012 and analyze its linguistic and textual materiality. To achieve this goal, we conducted a linguistic analysis focused on speech acts (Searle), on Enunciative Responsibility marks (Adam, 2008) and on lexical-textual structures. Preliminary results indicate the existence of specific ethe of each statesman, as ...
The Web 2.0 differentiates itself by focusing its actions on people, encouraging collaboration an... more The Web 2.0 differentiates itself by focusing its actions on people, encouraging collaboration and active participation of various persons. The interest triggered by the media in virtual worlds is the result of a remarkable attraction to these environments, mainly due to its huge potential in the area of business and education. Second Life® in particular currently houses about 15 million geographically dispersed residents, according to data released by LindenLab, which often interact and share information. This predominantly social and collaborative nature may be, in effect, an added value in the process of teaching and learning, as its use in education has been increasing. In order to understand its real potential, this study analyses the interactions generated in several meetings called by the students of the Master Degree in Multimedia in Education at the University of Aveiro, examining the verbal and non-verbal communication components of these interactions. To this end, several...
A noção de ethos (imagens do enunciador) foi inicialmente abordada por Aristóteles (1998) como se... more A noção de ethos (imagens do enunciador) foi inicialmente abordada por Aristóteles (1998) como sendo uma das componentes que constitui a tríade retórica, juntamente com o pathos e o logos. Desde então, foram vários os teóricos que trabalharam esta questão. Ducrot (1984), na sua teoria polifónica da enunciação, recuperou a noção de ethos, considerando que o orador através da enunciação deve investir-se de caracteres que a tornem aceitável ou recusável. Maingueneau (2006) considerou que o orador deve reproduzir o ethos típico do auditório para promover a adesão deste, recorrendo, segundo Charaudeau (2013), às representações sociais, morais e ideológicas do destinatário. Em suma, o ethos é o resultado do posicionamento ou da figuração do orador com vista a persuadir ou criar empatia com o seu auditório. A partir deste contexto, esta contribuição, que corresponde a um recorte da tese de doutoramento em curso, tem como objetivo enunciar as diferenças, ao nível da materialidade linguístic...
This chapter will explain how this study was conducted, as well as the results and the conclusion... more This chapter will explain how this study was conducted, as well as the results and the conclusions drawn from it. After the data analysis we concluded that avatars rarely use kinesic communication - although there is, in Second Life, an inventory full of gestures - using instead verbal communication. In fact, it was very clear that individuals use written code to express their emotions, thus increasing the number of participations. Non-verbal communication had a small role in interaction, proxemics was influenced by space, and finally, appearance didn’t reveal the true personality of the user.
O SecondLife é um ambiente social 3D em expansão, albergando os 5 milhões de habitantes, espalhad... more O SecondLife é um ambiente social 3D em expansão, albergando os 5 milhões de habitantes, espalhados por diversas zonas do globo terrestre. O enorme sucesso que está a registar entre o público e entre os meios de comunicação deve-se, em grande parte, ao seu carácter marcadamente social e às suas potencialidades, por exemplo no campo dos negócios e da educação. Para entender as suas mais-valias, sobretudo quando usado na educação, procedemos a uma análise da interacção gerada em diversos encontros promovidos pelos alunos do Mestrado em Educação da Universidade de Aveiro, quer na vertente verbal, quer na não-verbal. Neste sentido, apresentamos alguns critérios de observação – características físicas, proxémica, cinética, afectividade, interactividade, coesão – para posteriormente retiramos algumas conclusões ainda preliminares.
ABSTRACT Web 2.0 tools, especially those concerning social software, are beginning to be seen as ... more ABSTRACT Web 2.0 tools, especially those concerning social software, are beginning to be seen as a support instrument in educational context. In the last few years, we have seen several studies explaining the multiple values of these tools for education and indicating advantages of their integration in the classroom. However, regardless all efforts shown in other countries, where we can see an increasing interest and an integrated application of these tools, Portugal stands apparently in the tail of educational innovation. Punctually we have seen some initiatives arising, willing to modernize education and establish a closer relationship between teachers and students. The Projecto Matemática Ensino, PmatE, is one of those projects that have intended, in the last two decades, to encourage the use of new technologies in education through innovative and challenging learning objects able to catch students attention to the contents established in curricula. Simultaneously, PmatE has been developing several training sessions for teachers to help them working with interactive boards and with web 2.0 tools. The daily proximity with teachers has impelled the present study, because we noticed some flaws relating to acquaintance/non acquaintance of web 2.0 tools applicability in education. The reigning restlessness in PmatE regarding the contents introduced in formation encouraged the application of an inquiry to perform a survey about the effective knowledge of web 2.0 tools by teachers in activity. In spite of students knowledge’s concerning web 2.0 tools, teachers, known as “digital emigrants”, still show reluctance about these tools, resulting on distance between these two educative agents. These premises give rise to some research questions, such as: - Do teachers know about web 2.0 tools? - Do web 2.0 tools have an active role in schools? From these interrogations we have defined some objectives to achieve through this study: - Checking the knowledge shown by teachers in regard of web 2.0 tools; - Aiming potential causes for the results obtained; - Understanding the possible correlation between results, higher education courses and disciplines; - Indicating advantages of integrating web 2.0 tools in schools. Once we have recognized the goals, we developed the survey on web 2.0 tools, like wikis, blogs, eportfolios, podcasts, among others, which respected the different phases considered in survey’s methodology, including sample selection, pre-test, application and handling of facts. Survey data concerns a sample constituted approximately 500 teachers from 7th to 12th grades from North and Center of Portugal and they were analyzed with SPSS, software of statistical analysis. The results gathered show a lack of knowledge in regard of some web 2.0 tools, such as wikis, podcasts, social bookmarking, as well as their function. Furthermore results indicate that teachers don’t usually use these tools in their classes. Finally, the results reveal the need of enlightening teachers about these tools and their integration in the classroom. Nevertheless, training programs isn’t the only solution; it is necessary to change mentalities and eliminate prejudices concerning web 2.0 tools as educational supports.
This poster has as main goal to analyse the ethè built by candidates for the Primary Elections of... more This poster has as main goal to analyse the ethè built by candidates for the Primary Elections of the Portuguese Socialist Party in 2014 during three televised debates. For this purpose, we will analyse particularly linguistic forms (enunciative responsibility markers, forms of treatment, mobilized lexicon, syntactic construction) adapted from Bronckart (2009) and argumentative schemes, adapted from Walton (2002). Preliminary results confirm the construction of the following ethè: leader, tecnhocrat and entrepeneur. It also reveals the construction of opposite images, like evasive vs direct.
A noção de ethos foi abordada por Aristóteles nos seus estudos retóricos e, desde então, vários t... more A noção de ethos foi abordada por Aristóteles nos seus estudos retóricos e, desde então, vários teóricos recuperaram o conceito nos seus estudos linguístico-textuais e discursivos. Ducrot abordou a noção de ethos a propósito da distinção entre locutores λ e L. Maingueneau associa o ethos ao estatuto do locutor e ao processo de legitimação daquilo que diz. Charaudeau relaciona também o ethos com o locutor, interligando-o às representações sociais, morais e ideológicas deste. Esta contribuição, que corresponde a um recorte da tese de doutoramento, pretende identificar os ethè construídos em mensagens políticas de final de ano de estadistas de Portugal e do Brasil de 2011 e 2012 e analisar a sua materialidade linguístico-textual. Para atingir este objetivo, realizou-se uma análise linguística centrada nos atos de discurso, nas marcas de Responsabilidade Enunciativa (Adam, 2008) e nas estruturas léxico-textuais utilizadas. Os resultados preliminares indicam a existência de ethè específicos a cada estadista, bem como de ethè comuns, os quais apresentam similitudes e diferenças relativamente à materialização linguística. Em face destes resultados, coloca-se a hipótese das diferenças, quer dos ethè, quer da materialidade, se deverem a questões culturais.
This article focuses on the pensas@MOZ Project activity throughout 2008, illustrating the develop... more This article focuses on the pensas@MOZ Project activity throughout 2008, illustrating the development of new technologies in Education and E-learning in an international cooperation setting. Born within University of Aveiro’s Math Teaching Project (PmatE), pensas@MOZ is present in all (10) provincial centres (Centros Pensas) except Maputo, the capital city of Mozambique, one of Africa’s poorest countries.
pensas@MOZ also stands for its own proprietary Internet based platform (named Plataforma de Ensino Assistido or PEA), which integrates Information Technologies (IT) in a creative and multidisciplinary way, being the basis of various Assisted Learning and Teaching (ALT) activities. Suppressing time-space constraints, PEA fosters collaboration and exchange of resources and experiences among all education intervenients (teachers, students, parents and administrative officials), contributing to the development of new learning and teaching strategies and processes. As a repository, it houses multiple interactive digital contents including learning objects (LO’s), digital multimedia contents (DMC’s) and question generating models (QGM’s), based on Trees of Objectives (TO’s). These contents are compliant with other educational technologies (interactive boards, online polls, etc.) and have been used in individual and group practice, diagnosis, evaluation and competition settings, providing immediate in-depth customized post-activity results.
Engaged in promoting technological and science culture in Maths, Biology, Physics and Portuguese language, the project’s intervention covers a wide range of activities: national web-based Maths and Physics annual competitions (EQUAmat@MOZ), supported by Mozambique’s government and Portuguese governmental cooperation program (Instituto Português do Apoio ao Desenvolvimento);educational and vocational programs for teachers and technical professionals (FORmat@MOZ), namely in the development of the experimental teaching of sciences and the integration technology in daily activities; weekly collaborative activities (OUTclass) for mixed international primary school teams (a coalition between Escola Básica de Á-dos-Ferreiros, Junta de Freguesia do Préstimo and Externato de Vila Meã in Portugal and Colégio Académico da Beira, in Mozambique) aiming at structured thinking and written expression improvement, using synchronous communication tools (SCT’s) and promoting intercultural exchange; and international scientific and cultural events (biannual Math, Portuguese and Technology conference, accountancy and audit seminars, etc.).
This paper showcases pensas@MOZ’s activities and results, drawing from enquiries made to various stakeholders. Moreover, it documents a sustainable and social responsible strategy operation, stemming from local competence development, in order to overcome the challenges derived from IT exclusion and globalization adaptation. Results account for a widespread support on a multi-leveled basis (international, national, regional and local), which are giving rise to further initiatives/projects.
A fraseologia estuda frases ou expressões cristalizadas pelo uso, que foram criadas para responde... more A fraseologia estuda frases ou expressões cristalizadas pelo uso, que foram criadas para responder a necessidades comunicativas. Embora pareça existir um decréscimo na sua utilização, o certo é que ainda sobrevivem e, como tal, colocam algumas dificuldades a estudantes de Português como Língua Estrangeira (PLE) pelo seu caráter não linear. O presente trabalho procura trazer à discussão o papel da língua materna na aquisição destas expressões por parte de alunos de Português como Língua Estrangeira, analisando, a partir de dados recolhidos num trabalho de investigação anterior, se a existência de expressões análogas na língua materna, a frequência de uso, o tempo de estudo, influenciam o seu conhecimento.
The concept of ethos was initially used by Aristotle in his rhetorical studies. Since then, sever... more The concept of ethos was initially used by Aristotle in his rhetorical studies. Since then, several authors recovered the concept in their linguistic-textual and discursive studies. Ducrot addressed the notion of ethos concerning the distinction between speakers λ and L. Maingueneau associates the ethos to the speaker’s statute and to the process of legitimating what it says. Charaudeau also relates ethos with the speaker, linking it to his social, moral and ideological representations. This contribution, corresponding to an excerpt of a doctoral thesis, aims at identifying the ethe built by Portuguese and Brazilian statesmen in the “year-end” political messages of 2011 and 2012 and analyze its linguistic and textual materiality. To achieve this goal, we conducted a linguistic analysis focused on speech acts (Searle), on Enunciative Responsibility marks (Adam, 2008) and on lexical-textual structures. Preliminary results indicate the existence of specific ethe of each statesman, as ...
The Web 2.0 differentiates itself by focusing its actions on people, encouraging collaboration an... more The Web 2.0 differentiates itself by focusing its actions on people, encouraging collaboration and active participation of various persons. The interest triggered by the media in virtual worlds is the result of a remarkable attraction to these environments, mainly due to its huge potential in the area of business and education. Second Life® in particular currently houses about 15 million geographically dispersed residents, according to data released by LindenLab, which often interact and share information. This predominantly social and collaborative nature may be, in effect, an added value in the process of teaching and learning, as its use in education has been increasing. In order to understand its real potential, this study analyses the interactions generated in several meetings called by the students of the Master Degree in Multimedia in Education at the University of Aveiro, examining the verbal and non-verbal communication components of these interactions. To this end, several...
A noção de ethos (imagens do enunciador) foi inicialmente abordada por Aristóteles (1998) como se... more A noção de ethos (imagens do enunciador) foi inicialmente abordada por Aristóteles (1998) como sendo uma das componentes que constitui a tríade retórica, juntamente com o pathos e o logos. Desde então, foram vários os teóricos que trabalharam esta questão. Ducrot (1984), na sua teoria polifónica da enunciação, recuperou a noção de ethos, considerando que o orador através da enunciação deve investir-se de caracteres que a tornem aceitável ou recusável. Maingueneau (2006) considerou que o orador deve reproduzir o ethos típico do auditório para promover a adesão deste, recorrendo, segundo Charaudeau (2013), às representações sociais, morais e ideológicas do destinatário. Em suma, o ethos é o resultado do posicionamento ou da figuração do orador com vista a persuadir ou criar empatia com o seu auditório. A partir deste contexto, esta contribuição, que corresponde a um recorte da tese de doutoramento em curso, tem como objetivo enunciar as diferenças, ao nível da materialidade linguístic...
This chapter will explain how this study was conducted, as well as the results and the conclusion... more This chapter will explain how this study was conducted, as well as the results and the conclusions drawn from it. After the data analysis we concluded that avatars rarely use kinesic communication - although there is, in Second Life, an inventory full of gestures - using instead verbal communication. In fact, it was very clear that individuals use written code to express their emotions, thus increasing the number of participations. Non-verbal communication had a small role in interaction, proxemics was influenced by space, and finally, appearance didn’t reveal the true personality of the user.
O SecondLife é um ambiente social 3D em expansão, albergando os 5 milhões de habitantes, espalhad... more O SecondLife é um ambiente social 3D em expansão, albergando os 5 milhões de habitantes, espalhados por diversas zonas do globo terrestre. O enorme sucesso que está a registar entre o público e entre os meios de comunicação deve-se, em grande parte, ao seu carácter marcadamente social e às suas potencialidades, por exemplo no campo dos negócios e da educação. Para entender as suas mais-valias, sobretudo quando usado na educação, procedemos a uma análise da interacção gerada em diversos encontros promovidos pelos alunos do Mestrado em Educação da Universidade de Aveiro, quer na vertente verbal, quer na não-verbal. Neste sentido, apresentamos alguns critérios de observação – características físicas, proxémica, cinética, afectividade, interactividade, coesão – para posteriormente retiramos algumas conclusões ainda preliminares.
ABSTRACT Web 2.0 tools, especially those concerning social software, are beginning to be seen as ... more ABSTRACT Web 2.0 tools, especially those concerning social software, are beginning to be seen as a support instrument in educational context. In the last few years, we have seen several studies explaining the multiple values of these tools for education and indicating advantages of their integration in the classroom. However, regardless all efforts shown in other countries, where we can see an increasing interest and an integrated application of these tools, Portugal stands apparently in the tail of educational innovation. Punctually we have seen some initiatives arising, willing to modernize education and establish a closer relationship between teachers and students. The Projecto Matemática Ensino, PmatE, is one of those projects that have intended, in the last two decades, to encourage the use of new technologies in education through innovative and challenging learning objects able to catch students attention to the contents established in curricula. Simultaneously, PmatE has been developing several training sessions for teachers to help them working with interactive boards and with web 2.0 tools. The daily proximity with teachers has impelled the present study, because we noticed some flaws relating to acquaintance/non acquaintance of web 2.0 tools applicability in education. The reigning restlessness in PmatE regarding the contents introduced in formation encouraged the application of an inquiry to perform a survey about the effective knowledge of web 2.0 tools by teachers in activity. In spite of students knowledge’s concerning web 2.0 tools, teachers, known as “digital emigrants”, still show reluctance about these tools, resulting on distance between these two educative agents. These premises give rise to some research questions, such as: - Do teachers know about web 2.0 tools? - Do web 2.0 tools have an active role in schools? From these interrogations we have defined some objectives to achieve through this study: - Checking the knowledge shown by teachers in regard of web 2.0 tools; - Aiming potential causes for the results obtained; - Understanding the possible correlation between results, higher education courses and disciplines; - Indicating advantages of integrating web 2.0 tools in schools. Once we have recognized the goals, we developed the survey on web 2.0 tools, like wikis, blogs, eportfolios, podcasts, among others, which respected the different phases considered in survey’s methodology, including sample selection, pre-test, application and handling of facts. Survey data concerns a sample constituted approximately 500 teachers from 7th to 12th grades from North and Center of Portugal and they were analyzed with SPSS, software of statistical analysis. The results gathered show a lack of knowledge in regard of some web 2.0 tools, such as wikis, podcasts, social bookmarking, as well as their function. Furthermore results indicate that teachers don’t usually use these tools in their classes. Finally, the results reveal the need of enlightening teachers about these tools and their integration in the classroom. Nevertheless, training programs isn’t the only solution; it is necessary to change mentalities and eliminate prejudices concerning web 2.0 tools as educational supports.
This poster has as main goal to analyse the ethè built by candidates for the Primary Elections of... more This poster has as main goal to analyse the ethè built by candidates for the Primary Elections of the Portuguese Socialist Party in 2014 during three televised debates. For this purpose, we will analyse particularly linguistic forms (enunciative responsibility markers, forms of treatment, mobilized lexicon, syntactic construction) adapted from Bronckart (2009) and argumentative schemes, adapted from Walton (2002). Preliminary results confirm the construction of the following ethè: leader, tecnhocrat and entrepeneur. It also reveals the construction of opposite images, like evasive vs direct.
A noção de ethos foi abordada por Aristóteles nos seus estudos retóricos e, desde então, vários t... more A noção de ethos foi abordada por Aristóteles nos seus estudos retóricos e, desde então, vários teóricos recuperaram o conceito nos seus estudos linguístico-textuais e discursivos. Ducrot abordou a noção de ethos a propósito da distinção entre locutores λ e L. Maingueneau associa o ethos ao estatuto do locutor e ao processo de legitimação daquilo que diz. Charaudeau relaciona também o ethos com o locutor, interligando-o às representações sociais, morais e ideológicas deste. Esta contribuição, que corresponde a um recorte da tese de doutoramento, pretende identificar os ethè construídos em mensagens políticas de final de ano de estadistas de Portugal e do Brasil de 2011 e 2012 e analisar a sua materialidade linguístico-textual. Para atingir este objetivo, realizou-se uma análise linguística centrada nos atos de discurso, nas marcas de Responsabilidade Enunciativa (Adam, 2008) e nas estruturas léxico-textuais utilizadas. Os resultados preliminares indicam a existência de ethè específicos a cada estadista, bem como de ethè comuns, os quais apresentam similitudes e diferenças relativamente à materialização linguística. Em face destes resultados, coloca-se a hipótese das diferenças, quer dos ethè, quer da materialidade, se deverem a questões culturais.
This article focuses on the pensas@MOZ Project activity throughout 2008, illustrating the develop... more This article focuses on the pensas@MOZ Project activity throughout 2008, illustrating the development of new technologies in Education and E-learning in an international cooperation setting. Born within University of Aveiro’s Math Teaching Project (PmatE), pensas@MOZ is present in all (10) provincial centres (Centros Pensas) except Maputo, the capital city of Mozambique, one of Africa’s poorest countries.
pensas@MOZ also stands for its own proprietary Internet based platform (named Plataforma de Ensino Assistido or PEA), which integrates Information Technologies (IT) in a creative and multidisciplinary way, being the basis of various Assisted Learning and Teaching (ALT) activities. Suppressing time-space constraints, PEA fosters collaboration and exchange of resources and experiences among all education intervenients (teachers, students, parents and administrative officials), contributing to the development of new learning and teaching strategies and processes. As a repository, it houses multiple interactive digital contents including learning objects (LO’s), digital multimedia contents (DMC’s) and question generating models (QGM’s), based on Trees of Objectives (TO’s). These contents are compliant with other educational technologies (interactive boards, online polls, etc.) and have been used in individual and group practice, diagnosis, evaluation and competition settings, providing immediate in-depth customized post-activity results.
Engaged in promoting technological and science culture in Maths, Biology, Physics and Portuguese language, the project’s intervention covers a wide range of activities: national web-based Maths and Physics annual competitions (EQUAmat@MOZ), supported by Mozambique’s government and Portuguese governmental cooperation program (Instituto Português do Apoio ao Desenvolvimento);educational and vocational programs for teachers and technical professionals (FORmat@MOZ), namely in the development of the experimental teaching of sciences and the integration technology in daily activities; weekly collaborative activities (OUTclass) for mixed international primary school teams (a coalition between Escola Básica de Á-dos-Ferreiros, Junta de Freguesia do Préstimo and Externato de Vila Meã in Portugal and Colégio Académico da Beira, in Mozambique) aiming at structured thinking and written expression improvement, using synchronous communication tools (SCT’s) and promoting intercultural exchange; and international scientific and cultural events (biannual Math, Portuguese and Technology conference, accountancy and audit seminars, etc.).
This paper showcases pensas@MOZ’s activities and results, drawing from enquiries made to various stakeholders. Moreover, it documents a sustainable and social responsible strategy operation, stemming from local competence development, in order to overcome the challenges derived from IT exclusion and globalization adaptation. Results account for a widespread support on a multi-leveled basis (international, national, regional and local), which are giving rise to further initiatives/projects.
This article focuses on the pensas@MOZ Project activity throughout 2008, illustrating the develop... more This article focuses on the pensas@MOZ Project activity throughout 2008, illustrating the development of new technologies in Education and E-learning in an international cooperation setting. Born within University of Aveiro’s Math Teaching Project (PmatE), pensas@MOZ is present in all (10)
provincial centres (Centros Pensas) except Maputo, the capital city of Mozambique, one of Africa’s poorest countries.
pensas@MOZ also stands for its own proprietary Internet based platform (named Plataforma de Ensino Assistido or PEA), which integrates Information Technologies (IT) in a creative and multidisciplinary way, being the basis of various Assisted Learning and Teaching (ALT) activities. Suppressing time-space constraints, PEA fosters collaboration and exchange of resources and experiences among all education intervenients (teachers, students, parents and administrative officials), contributing to the development of new learning and teaching strategies and processes. As a repository, it houses multiple interactive digital contents including learning objects (LO’s), digital multimedia contents (DMC’s) and question generating models (QGM’s), based on Trees of Objectives (TO’s). These contents are compliant with other educational technologies (interactive boards, online
polls, etc.) and have been used in individual and group practice, diagnosis, evaluation and competition settings, providing immediate in-depth customized post-activity results.
Engaged in promoting technological and science culture in Maths, Biology, Physics and Portuguese language, the project’s intervention covers a wide range of activities: national web-based Maths and Physics annual competitions (EQUAmat@MOZ), supported by Mozambique’s government and Portuguese governmental cooperation program (Instituto Português do Apoio ao Desenvolvimento);educational and vocational programs for teachers and technical professionals (FORmat@MOZ),
namely in the development of the experimental teaching of sciences and the integration technology in daily activities; weekly collaborative activities (OUTclass) for mixed international primary school teams (a coalition between Escola Básica de Á-dos-Ferreiros, Junta de Freguesia do Préstimo and Externato
de Vila Meã in Portugal and Colégio Académico da Beira, in Mozambique) aiming at structured thinking and written expression improvement, using synchronous communication tools (SCT’s) and
promoting intercultural exchange; and international scientific and cultural events (biannual Math, Portuguese and Technology conference, accountancy and audit seminars, etc.).
This paper showcases pensas@MOZ’s activities and results, drawing from enquiries made to various stakeholders. Moreover, it documents a sustainable and social responsible strategy operation,
stemming from local competence development, in order to overcome the challenges derived from IT exclusion and globalization adaptation. Results account for a widespread support on a multi-leveled basis (international, national, regional and local), which are giving rise to further initiatives/projects.
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abordou a noção de ethos a propósito da distinção entre locutores λ e L. Maingueneau associa o ethos ao estatuto do locutor e ao processo de legitimação daquilo que diz. Charaudeau relaciona também o ethos com o locutor, interligando-o às representações sociais, morais e ideológicas deste. Esta contribuição, que corresponde a um recorte da tese de doutoramento, pretende identificar os
ethè construídos em mensagens políticas de final de ano de estadistas de Portugal e do Brasil de 2011 e 2012 e analisar a sua materialidade linguístico-textual. Para atingir este objetivo, realizou-se
uma análise linguística centrada nos atos de discurso, nas marcas de Responsabilidade Enunciativa
(Adam, 2008) e nas estruturas léxico-textuais utilizadas.
Os resultados preliminares indicam a existência de ethè específicos a cada estadista, bem como de ethè comuns, os quais apresentam similitudes e diferenças relativamente à materialização linguística. Em face destes resultados, coloca-se a hipótese das diferenças, quer dos ethè, quer da materialidade, se deverem a questões culturais.
provincial centres (Centros Pensas) except Maputo, the capital city of Mozambique, one of Africa’s poorest countries.
pensas@MOZ also stands for its own proprietary Internet based platform (named Plataforma de Ensino Assistido or PEA), which integrates Information Technologies (IT) in a creative and multidisciplinary way, being the basis of various Assisted Learning and Teaching (ALT) activities. Suppressing time-space constraints, PEA fosters collaboration and exchange of resources and experiences among all education intervenients (teachers, students, parents and administrative officials), contributing to the development of new learning and teaching strategies and processes. As a repository, it houses multiple interactive digital contents including learning objects (LO’s), digital multimedia contents (DMC’s) and question generating models (QGM’s), based on Trees of Objectives (TO’s). These contents are compliant with other educational technologies (interactive boards, online
polls, etc.) and have been used in individual and group practice, diagnosis, evaluation and competition settings, providing immediate in-depth customized post-activity results.
Engaged in promoting technological and science culture in Maths, Biology, Physics and Portuguese language, the project’s intervention covers a wide range of activities: national web-based Maths and Physics annual competitions (EQUAmat@MOZ), supported by Mozambique’s government and Portuguese governmental cooperation program (Instituto Português do Apoio ao Desenvolvimento);educational and vocational programs for teachers and technical professionals (FORmat@MOZ),
namely in the development of the experimental teaching of sciences and the integration technology in daily activities; weekly collaborative activities (OUTclass) for mixed international primary school teams (a coalition between Escola Básica de Á-dos-Ferreiros, Junta de Freguesia do Préstimo and Externato
de Vila Meã in Portugal and Colégio Académico da Beira, in Mozambique) aiming at structured thinking and written expression improvement, using synchronous communication tools (SCT’s) and
promoting intercultural exchange; and international scientific and cultural events (biannual Math, Portuguese and Technology conference, accountancy and audit seminars, etc.).
This paper showcases pensas@MOZ’s activities and results, drawing from enquiries made to various stakeholders. Moreover, it documents a sustainable and social responsible strategy operation,
stemming from local competence development, in order to overcome the challenges derived from IT exclusion and globalization adaptation. Results account for a widespread support on a multi-leveled basis (international, national, regional and local), which are giving rise to further initiatives/projects.
abordou a noção de ethos a propósito da distinção entre locutores λ e L. Maingueneau associa o ethos ao estatuto do locutor e ao processo de legitimação daquilo que diz. Charaudeau relaciona também o ethos com o locutor, interligando-o às representações sociais, morais e ideológicas deste. Esta contribuição, que corresponde a um recorte da tese de doutoramento, pretende identificar os
ethè construídos em mensagens políticas de final de ano de estadistas de Portugal e do Brasil de 2011 e 2012 e analisar a sua materialidade linguístico-textual. Para atingir este objetivo, realizou-se
uma análise linguística centrada nos atos de discurso, nas marcas de Responsabilidade Enunciativa
(Adam, 2008) e nas estruturas léxico-textuais utilizadas.
Os resultados preliminares indicam a existência de ethè específicos a cada estadista, bem como de ethè comuns, os quais apresentam similitudes e diferenças relativamente à materialização linguística. Em face destes resultados, coloca-se a hipótese das diferenças, quer dos ethè, quer da materialidade, se deverem a questões culturais.
provincial centres (Centros Pensas) except Maputo, the capital city of Mozambique, one of Africa’s poorest countries.
pensas@MOZ also stands for its own proprietary Internet based platform (named Plataforma de Ensino Assistido or PEA), which integrates Information Technologies (IT) in a creative and multidisciplinary way, being the basis of various Assisted Learning and Teaching (ALT) activities. Suppressing time-space constraints, PEA fosters collaboration and exchange of resources and experiences among all education intervenients (teachers, students, parents and administrative officials), contributing to the development of new learning and teaching strategies and processes. As a repository, it houses multiple interactive digital contents including learning objects (LO’s), digital multimedia contents (DMC’s) and question generating models (QGM’s), based on Trees of Objectives (TO’s). These contents are compliant with other educational technologies (interactive boards, online
polls, etc.) and have been used in individual and group practice, diagnosis, evaluation and competition settings, providing immediate in-depth customized post-activity results.
Engaged in promoting technological and science culture in Maths, Biology, Physics and Portuguese language, the project’s intervention covers a wide range of activities: national web-based Maths and Physics annual competitions (EQUAmat@MOZ), supported by Mozambique’s government and Portuguese governmental cooperation program (Instituto Português do Apoio ao Desenvolvimento);educational and vocational programs for teachers and technical professionals (FORmat@MOZ),
namely in the development of the experimental teaching of sciences and the integration technology in daily activities; weekly collaborative activities (OUTclass) for mixed international primary school teams (a coalition between Escola Básica de Á-dos-Ferreiros, Junta de Freguesia do Préstimo and Externato
de Vila Meã in Portugal and Colégio Académico da Beira, in Mozambique) aiming at structured thinking and written expression improvement, using synchronous communication tools (SCT’s) and
promoting intercultural exchange; and international scientific and cultural events (biannual Math, Portuguese and Technology conference, accountancy and audit seminars, etc.).
This paper showcases pensas@MOZ’s activities and results, drawing from enquiries made to various stakeholders. Moreover, it documents a sustainable and social responsible strategy operation,
stemming from local competence development, in order to overcome the challenges derived from IT exclusion and globalization adaptation. Results account for a widespread support on a multi-leveled basis (international, national, regional and local), which are giving rise to further initiatives/projects.
provincial centres (Centros Pensas) except Maputo, the capital city of Mozambique, one of Africa’s poorest countries.
pensas@MOZ also stands for its own proprietary Internet based platform (named Plataforma de Ensino Assistido or PEA), which integrates Information Technologies (IT) in a creative and multidisciplinary way, being the basis of various Assisted Learning and Teaching (ALT) activities. Suppressing time-space constraints, PEA fosters collaboration and exchange of resources and experiences among all education intervenients (teachers, students, parents and administrative officials), contributing to the development of new learning and teaching strategies and processes. As a repository, it houses multiple interactive digital contents including learning objects (LO’s), digital multimedia contents (DMC’s) and question generating models (QGM’s), based on Trees of Objectives (TO’s). These contents are compliant with other educational technologies (interactive boards, online
polls, etc.) and have been used in individual and group practice, diagnosis, evaluation and competition settings, providing immediate in-depth customized post-activity results.
Engaged in promoting technological and science culture in Maths, Biology, Physics and Portuguese language, the project’s intervention covers a wide range of activities: national web-based Maths and Physics annual competitions (EQUAmat@MOZ), supported by Mozambique’s government and Portuguese governmental cooperation program (Instituto Português do Apoio ao Desenvolvimento);educational and vocational programs for teachers and technical professionals (FORmat@MOZ),
namely in the development of the experimental teaching of sciences and the integration technology in daily activities; weekly collaborative activities (OUTclass) for mixed international primary school teams (a coalition between Escola Básica de Á-dos-Ferreiros, Junta de Freguesia do Préstimo and Externato
de Vila Meã in Portugal and Colégio Académico da Beira, in Mozambique) aiming at structured thinking and written expression improvement, using synchronous communication tools (SCT’s) and
promoting intercultural exchange; and international scientific and cultural events (biannual Math, Portuguese and Technology conference, accountancy and audit seminars, etc.).
This paper showcases pensas@MOZ’s activities and results, drawing from enquiries made to various stakeholders. Moreover, it documents a sustainable and social responsible strategy operation,
stemming from local competence development, in order to overcome the challenges derived from IT exclusion and globalization adaptation. Results account for a widespread support on a multi-leveled basis (international, national, regional and local), which are giving rise to further initiatives/projects.