1. Sujeito, língua e criticidade

    19:42

    from Diana Brydon / Added

    Clarissa Menezes Jordão (Universidade Federal do Paraná) Sujeito, língua e criticidade nas abordagens de ensino de inglês como língua estrangeira Notice — This video has been made available for download under a creative commons licence Attribution-NonCommercial, for any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web http://creativecommons.org/licenses/by-nc/3.0/​ Camera credit Bill Brydon

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    • Ensino comunicativo e letramento crítico na escola pública

      27:12

      from Diana Brydon / Added

      Sandra Regina Bultros Gattolin (Universidade Federal de São Carlos) Ensino comunicativo e letramento crítico na escola pública : uma reflexão a partir da prática Notice — This video has been made available for download under a creative commons licence Attribution-NonCommercial, for any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web http://creativecommons.org/licenses/by-nc/3.0/​ Camera credit Bill Brydon

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      • A formação reflexiva de professores de língua inglesa

        17:35

        from Diana Brydon / Added

        Marco Antonio Margarido Costa (Universidade Federal de Campina Grande) A formação reflexiva de professores de língua inglesa sob a perspectiva dos novos letramentos A formação do professor de Língua Inglesa como educador ultrapassa o pressuposto de que esse professor é apenas um falante da língua. Com a finalidade de se refletir e de se compreender as implicações dessa visão, temos buscado inserir a perspectiva dos Novos Letramentos nos conteúdos curriculares da Disciplina Prática de Ensino de Língua Inglesa I do curso de Letras (Licenciatura), da Universidade Federal de Campina Grande. Tal perspectiva considera que a linguagem é praticada de modo contextualizado (LUKE; FREEBODY, 1997), que as sociedades usam diferentes formas para se expressarem (KRESS, 2000) e que o aprendizado se dá mediante a exposição ao outro (outra língua, outro contexto, outro indivíduo etc.), cabendo ao profissional da área de linguagem desenvolver nos aprendizes capacidades de negociação nas sociedades que usam diversas formas para se expressarem (CANAGARAJAH, 2006). Diante disso, é necessário investir em práticas pedagógicas que incorporem essa perspectiva na realidade dos cursos de formação de professores de Língua Inglesa. Desse modo, este trabalho tem por objetivo apresentar como tal perspectiva contribui para uma formação reflexiva dos alunos da referida disciplina após a aplicação de algumas atividades de leitura em minicursos oferecidos para alunos do Ensino Fundamental da rede pública estadual de ensino, na cidade de Campina Grande-PB. Para tanto, tomamos como objeto principal os Relatórios Finais da referida disciplina, nos quais os licenciandos descrevem e analisam suas práticas pedagógicas durante a execução do minicurso. Palavras-chave: Formação reflexiva, Formação de Professores de Língua Inglesa, Novos Letramentos, Prática de Ensino. Notice — This video has been made available for download under a creative commons licence Attribution-NonCommercial, for any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web http://creativecommons.org/licenses/by-nc/3.0/​ Camera credit Bill Brydon

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        • Formação continuada de professores de inglês

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          from Diana Brydon / Added

          Ana Karina de Oliveira Nascimento (Universidade Federal de Sergipe) Formação continuada de professores de inglês a partir da teoria dos letramentos digitais Notice — This video has been made available for download under a creative commons licence Attribution-NonCommercial, for any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web http://creativecommons.org/licenses/by-nc/3.0/​ Camera credit Bill Brydon

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          • Um site canadense de lançamento de filmes como espaço para um trabalho multimodal crítico

            12:58

            from Diana Brydon / Added

            Renata Quirino de Sousa (Universidade de São Paulo) Um site canadense de lançamento de filmes como espaço para um trabalho multimodal crítico : resultados de uma pesquisa colaborativa com a escola pública Notice — This video has been made available for download under a creative commons licence Attribution-NonCommercial, for any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web http://creativecommons.org/licenses/by-nc/3.0/​ Camera credit Bill Brydon

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            • John and Jo-Anne Wedding and honeymoon thank you

              03:11

              from Jo-Anne Witcombe / Added

              143 Plays / / 0 Comments

              We fell so lucky to have such wonderful friends and families who made our big day and our honeymoon so special. We're also very grateful for all your overwhelming generosity! There aren't really enough words - but maybe this video goes some way to saying thank you!

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              • Formação de professores de língua inglesa

                15:13

                from Diana Brydon / Added

                Vanderlei J. Zacchi (Universidade Federal de Sergipe) Formação de professores de língua inglesa a partir das teorias dos novos letramentos Notice — This video has been made available for download under a creative commons licence Attribution-NonCommercial, for any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web http://creativecommons.org/licenses/by-nc/3.0/​ Camera credit Bill Brydon

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                • Autonomy, transnational literacies and planetarity

                  17:19

                  from Diana Brydon / Added

                  Diana Brydon (University of Manitoba) Autonomy, transnational literacies and planetarity: emergent cultural imaginaries of research engagement This paper offers three terms for cultural studies engagement, which have emerged in response to challenges posed by globalization and the growing need for transnational research and action. “Autonomy,” “transnational literacies,” and “planetarity” offer alternative ways of framing some of cultural studies’ most persistent concerns with questions of agency, democracy, and justice, yet have been insufficiently addressed in extended work to date. Based on my experiences working within three interdisciplinary, collaborative team projects (Globalization and Autonomy; Building Global Democracy; Brazil/Canada Knowledge Exchange), I will explain why these concepts matter and the work they can help us do as cultural studies continues to reinvent itself in interaction with our changing global climate of knowledge construction. I am responding to current debates within the North and South American/European nexus of cultural studies, and to make my case, will discuss some dimensions of the argument offered in Lawrence Grossberg’s Cultural Studies in the Future Tense (2010) and various texts by Gayatri Chakravorty Spivak, especially Death of a Discipline (2003) and Nationalism and the Imagination (2010). Spivak’s work is inspiring further thinking about “transnational literacies” and “planetarity” across the disciplines. I will explain why these concepts will be important for rethinking research engagements between Canada and Brazil over the next few years. Notice — This video has been made available for download under a creative commons licence Attribution-NonCommercial, for any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web http://creativecommons.org/licenses/by-nc/3.0/​ Camera credit Bill Brydon

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                  • Multiliteracies and teacher education in Brazil

                    15:46

                    from Diana Brydon / Added

                    Walkyria Monte Mór (Universidade de São Paulo) Multiliteracies and teacher education in Brazil : active citizenship, difference and heterogeneity in a transnational-focused project The studies on language and technology under the theories of new literacies and multiliteracies (COPE, KALANTZIS 2000, 2008; FREEBODY, LUKE 1997; SNYDER 2001, 2008 2004; LANKSHEAR, KNOBLE 2003, 2011; GEE 1997, 2004, 2010) have led to a reviewing in the student and teacher education programs in universities and schools in Brazil. The reviewing considers the interaction of students and teachers in the institutional environment of studies and its relationship/updateness with the cultural and social environments and discourses in which students and teachers participate. This presentation, thus, discusses one of the recent investigations of a Teacher Education National Project led in Brazil and its outcomes focusing on the challenges faced by teachers of disadvantaged communities in a program aimed to cross borders: 1) the praxis related to active citizenship (LANKSHEAR, KNOBEL 2011; BIESTA 2010), as an expansion to the well-known concept of citizenship that reassures rights and responsibilities; 2) the praxis related to heterogeneity (PENNYCOOK 2007, 2010; GEE 2011, KRESS 2005, 2010; HORNBERGER AND MCKAY; BIESTA 2009) considering the cultural changes in societies and the influences of multimodality. It also debates the teacher education program designed for the investigated teachers considering the perception of the need for emphasis on critical education in the present digital societies (GEE 2004, 2010; GIROUX 2005, 2006; SNYDER 2008; SUÁREZ-OROZCO, QIN-HILLIARD 2004). Notice — This video has been made available for download under a creative commons licence Attribution-NonCommercial, for any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web http://creativecommons.org/licenses/by-nc/3.0/​ Camera credit Bill Brydon

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                    • An apology for a discipline Sandra Almeida

                      18:25

                      from Diana Brydon / Added

                      Sandra Regina Goulart Almeida UFMG, CNPq, Fapemig (Universidade Federal de Minas Gerais) An apology for a discipline : transnational literatures and transcultural translations This work focuses on the themes of dislocation and contemporary cultural mobility and the relation with comparative literature in the Brazilian and Canadian contexts. It addresses contemporary spatial configurations and the phenomena of cultural mobility focusing on identitary stratification and the various constituents of identity – such as gender, class and ethnicity, categories which are paramount to think about contemporary cultural productions. To think about literature in this space and time leads us to dislocate the national axis to thus “rethink mere national-origin collectivities” (Spivak, 2003, p. 53). In other words, it allows us to move towards other spaces of theorization and other transnational and translocal spheres in the context of contemporary transcultural and geopolitical movements. To consider a critical pedagogy conceived in terms of what Spivak calls “transnational literacy” entails a critical process of learning and reading the discourses of contemporaneity. Such a learning (or unlearning) would lead to a critical attitude that would decolonize thinking and move beyond the center of hegemonic power towards a planetary thinking (Spivak, Gilroy, Brydon) of hospitality (Derrida, Spivak) and of a solidarity based upon accountability (being open to the other in a ethical sense). In this critical pedagogy we would have to unlearn our privileges in order to learn to think otherwise, “in order to reclaim the role of teaching literature as training the imagination” and thus “come close to the irreducible work of translation, not from language to language” (Spivak, 2003, p.13), but from a transcultural perspective. Spivak’s argument brings to the fore the apology for the discipline of comparative literature on new grounds as a means to foster critical and destabilizing discourses. Such a formulation is instrumental for my purpose in this paper since one of the most productive ways to engender a reading of our contemporary times, I argue, is by means of literary texts that problematize the contemporary scenario. Notice — This video has been made available for download under a creative commons licence Attribution-NonCommercial, for any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web http://creativecommons.org/licenses/by-nc/3.0/​ Camera credit Bill Brydon

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