Walkyria Monte Mor

Bio: Walkyria Monte Mor is an academic researcher from University of São Paulo. The author has contributed to research in topics: New literacies & Conformity. The author has an hindex of 6, co-authored 8 publications receiving 57 citations. Previous affiliations of Walkyria Monte Mor include Universidade Federal de Mato Grosso.

Critical Literacies, Meaning Making and New Epistemological Perspectives

Abstract: This article presents a research analysis in which Brazilian university students were the subjects of research in regard to their reading of cinema images. The analysis discusses the way the meanings are constructed by these students and reflects on interpretation and meaning construction in accordance with new epistemological perspectives that have been postulated recently (Morin, 1998; Lankshear & Knobel, 2003). It, thus, considers the present needs of the multimodal and hypertextual communication approached in the multiliteracy studies (Cope & Kalantzis, 2000), and the university preparation for a critical and participative cultural and social practice (Castells, 1999). Key words: Meaning making, critical literacy, digital epistemologies Este articulo presenta un analisis investigativo en el cual alumnos de una universidad brasilena fueron entrevistados sobre sus lecturas de imagenes de cine. El analisis discute la manera en que los significados son construidos por estos alumnos y reflexiona sobre la interpretacion y la construccion de los mismos, segun la nueva perspectiva epistemologica que ha sido postulada recientemente (Morin 1998; Lankshear & Knobel 2003). Considera las necesidades presentes de la comunicacion multimodal e hipertextual imbuida en los estudios de multiletramento (Cope & Kalantzis, 2000), como asi tambien la preparacion universitaria para una practica social critica y participativa (Castels, 1999). Palabras Clave: Creacion de significados, lecto-escritura critica, epistemologias digitales

Learning by Design : Reconstructing Knowledge Processes in Teaching and Learning Practices

Abstract: This chapter discusses the ‘learning by design’ concept of the Pedagogy of Multiliteracies in a Brazilian project. It first contextualizes the arrival of the literacies/multiliteracies/new learning ideas in Brazilian schools and academia. This came at an opportune moment, after the ‘years of lead’ of the dictatorship. In the Brazilian context, Paulo Freire’s ideas had in the 1960s brought new insights and new breath to education in Brazil. These were — in terms of a nationwide public education program — somewhat invisible in the 1960s but rescued in the late 1980s and beginning of the 1990s. Much discussion about the suitability of particular literacy approaches has gained academic focus since then. The Multiliteracies/new learning proposals have found resonance in Brazil, in view of their affinity with debates that had been disseminated by Freire a few decades before. The Multiliteracies/new literacies founding theories have enabled a reconfiguration of those studies in the face of a new socio-historic movement in Brazil and abroad.

Between Conformity and Critique. Developing ‘Activism’ and Active Citizenship: Dangerous Pedagogies?

Abstract: The authors discuss the concept of active/engaged citizenship from both Brazilian and Canadian perspectives and relate their discussion specifically to Language Teacher Education (LTE). The text, thus, centers on research, practices and theories on the issue, considering the socio-political histories of education and language teaching through which the development of such modes of citizenship reveal their relevance in the respective countries. Believing that ‘engaged citizenship’ can greatly contribute to programs that seek to foster critical literacies, the authors examine the potential for citizenship practices to promote social participation and ‘critical making’ in second/foreign language settings. As the authors argue, active citizenship work is always potentially “dangerous” (cf. Foucault)—a contradictory and delicate balance between conformity and critique when actualized in classroom settings. Specific examples from the classroom will be discussed and related to theory. Conformity is potentially realized when citizenship practices celebrate neoliberal approaches to volunteerism and self-reliance. Critique potentially arises when critical awareness of the state’s complicity in neoliberal values are integrated in teachers’ practices. In the former case, students are encouraged to affirm a reduced role for the state by valorizing volunteerism and self-reliance, while in the latter, they develop critical awareness of the state’s complicity in beliefs that affirm neoliberal values of self-reliance and reduced state responsibilities.

Convergência e diversidade no ensino de línguas: expandindo visões sobre a "diferença"

Abstract: Numa concepcao convencional de educacao, observa-se convergencia na perspectiva linguistica e cultural de ensino de linguas. No entanto, numa sociedade em que a comunicacao se constroi pela linguagem tecnologica digital, a diversidade ganha gradativa visibilidade, desafiando a convivencia entre as nocoes de convergencia e diversidade nesse campo. Os estudos sobre linguagem e tecnologia, realizados segundo os estudos sobre letramentos e multiletramentos, propoem o aprofundamento em questoes relacionadas a tensao convergencia-divergencia-diversidade na linguagem e nas interacoes nela e por meio dela construidas. Interpretacao / construcao de sentidos e educacao critica no que concerne a formacao de alunos e professores na sociedade digital sao alguns dos aspectos revisitados pelas citadas teorias. Este trabalho aborda estudos realizados a partir de resultados de pesquisa na area de multiletramentos e que se concentram nas questoes relacionadas ao tema, focalizando as influencias das nocoes convergentes de linguagem no trabalho de construcao de sentidos. Assume a premissa de que a vivencia na sociedade atual requer ressignificacoes da pluralidade e diversidade nela cada vez mais identificadas e reconhecidas, com vistas a convivencia com ‘a diferenca’. PALAVRAS-CHAVE : Diversidade, construcao de sentido, multiletramentos

Cidadania no Brasil: o longo caminho

Abstract: . De JoseMurilo de Carvalho. Rio deJaneiro: Editora CivilizacaoBrasileira, 2004. 236 p. ISBN:8520005659.O livro apresenta uma revi-sao historica na area previdenciaria e tra-balhista a partir de 1930, relatando os avan-cos em relacao a legislacao, atuacao dogoverno e o caminho que o Pais percorreurumo a democracia, aos direitos sociais epoliticos e a universalizacao da previden-cia, sendo que este percurso foi denomina-do pelo autor como um longo caminho nahistoria da construcao da cidadania (Notapor Regina Celia Diniz Werner - PPGASC/UFES).

Teaching with an Attitude: Finding Ways to the Conundrum of a Postmodern Curriculum

Abstract: Several scholars in the field of education have questioned the constituent aspects of a curriculum that would better respond to the rising demands in contemporary societies. The relevance of such enquiry finds its place in the very transformations in today’s societies marked by significant changes in the ways of knowing, being, and acting primarily due to the advent of new digital media in more recent globalizing processes. As Burke (2009) has stated, if schools wish to maintain their relevance in society, they must take into account such changes by first and foremost acknowledging the new and complex ways of making meanings in out-of-school literacy practices as equally legitimating those happening within school contexts. Along with Burke (ibid.), this paper advocates the need of rethinking the notion of curriculum in the light of the new ontologies and epistemologies of postmodernity. Such task proves itself to be a conundrum inasmuch as the very notion of curriculum has been traditionally founded on modern principles such as linearity, stability, and universality (Silva, 2009). In view of this, how can educators respond to the challenge of redefining what should be taught in schools in postmodern times so that students would better perform in relation to the self and the other within their social practices? This paper aims to analyse the relationship between postmodern philosophical concepts, curriculum theory and educational practice by presenting the notion of curricular attitude (Duboc, 2012) as a local redesign of teaching practices within a Brazilian educational context. Despite being situated in the field of foreign language teaching, the notion of a curricular attitude might be of interest of other areas of knowledge since it seeks to revisit teaching practices in the light of wider philosophical concerns.

Language and identity: an inquiry of church-based U.S. citizenship education for refugee-background Bhutanese adults

Abstract: This 17-month ethnographic case study, which is grounded in the notions of citizenship, language, and Bakhtin’s ideological becoming, examines the complex interplay of ideologies of citizenship, la...