https://ri.ufs.br/jspui/handle/riufs/288 Sun, 13 Sep 2026 04:15:08 GMT 2026-09-13T04:15:08Z https://ri.ufs.br/jspui/handle/riufs/26088 Título: Contribuições dos letramentos digital e informacional na sociedade contemporânea Autor(es): Azevedo, Isabel Cristina Michelan de; Gasque, Kelley Cristine Gonçalves Dias Abstract: The aim of the present article is to discuss the importance of digital and information literacies in contemporaneity as they are considered essential processes in the learning society. In ‘liquid times’ when one observes the weakening of human bonds, it is imperative to promote the broadening of human education so that one can build critical, conscious, and direct positions toward the common good. Social and cultural practices that constitute the identities of individuals and some action strategies that enable more meaningful learning were analyzed based on studies in cognitive science and neuroscience. Research shows that the media cause specific behaviors that impact learning and, for this reason, it is essential to identify the forces that allow subjects to go beyond the acquisition of knowledge, considering how different capacities are used to deal with the individual and social day to day challenges, as well as social development and solidarity. Tue, 01 Aug 2017 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/26088 2017-08-01T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25329 Título: Uso, crença e atitudes na variação na primeira pessoa do plural no Português Brasileiro Autor(es): Freitag, Raquel Meister Ko Abstract: Several sociolinguistic studies have shown the non-relevance of schooling effect on the variation between “nós” and “a gente” in the expression of 1st person plural in Brazilian Portuguese, and this fact suggests that there are not stigma towards the usage of both forms. However, not always does the linguistic behavior correspond to the beliefs and language attitudes; and, from the viewpoint of social evaluation, which shows both social and stylistic stratifi cation degrees. In order to investigate these degrees, only results of sociodemographic distribution of the variables are not enough; the triangulation of the maximum of evidences, from different perceptual sources, can help to understand the phenomenon. Strategies to measure this correlation are presented and discussed, in order to contribute to the disclosure of the sociolinguistics of perception about the phenomenon, as the embedding in the linguistic structure and the effect of institutional sources in constraining the change. Fri, 01 Jan 2016 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25329 2016-01-01T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25074 Título: Socio-stylistic aspects of linguistic variation: schooling and monitoring effects Autor(es): Freitag, Raquel Meister Ko Abstract: Analisamos a realização das oclusivas alveolares em ambiente seguinte a glide palatal no português brasileiro, observando os condicionamentos para a escolha entre as variantes oclusiva e africada. Os dados, coletados na comunidade de práticas Praesidium Mãe da Divina Graça da Legião de Maria, da amostra pertencente ao banco de dados Falares Sergipanos, foram submetidos à análise variacionista. Foram identificados 775 ambientes, dos quais 550 correspondem à variante oclusiva. Os resultados evidenciam que o fenômeno apresenta forte interação com os fatores linguísticos, sociais e estilísticos controlados, relevando a importância do controle minucioso do contexto na análise de um fenômeno no nível fonético-fonológico. Mon, 01 Jun 2015 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25074 2015-06-01T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/23353 Título: Perguntas na sala de aula: relações de poder, tópico discursivo e conhecimento Autor(es): Santos, José Carlos Lima dos; Freitag, Raquel Meister Ko Abstract: This article aims to show the relationship established between power, questions, topic and construction of knowledge in the classroom. We defend that the teacher has the institutionally conferred power to control discursive topics and that such control is implemented by means of questions designed so as construct knowledge. In order to investigate this claim we analyzed a corpus formed by recordings of science classes to control questions-answer pair, social actors and their relationship to the discursive topic. The results point that 96% question from the corpus (435 in total) were devised by the teacher, 95% of the questions are open, 92% are “didactic” and 94% questions are related to the development of the discursive topic. The teacher asks more because he has control over the topic of discourse, and questions – mostly didactic – are related to development of topic. The data confirm the initial claim that there is a relationship between power, questions, topic and construction of knowledge. Sun, 01 Apr 2012 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/23353 2012-04-01T00:00:00Z