Centro de Cultura e Eventos da UFSC (Convention Center, Federal University of Santa Catarina )

From 11:00 a.m. on- Reception of participants and delivery of materials - Centro de Cultura e Eventos - Hall - 1st floor

2:00 p.m. to 5:00 p.m. - Short Courses of Language and Literature

English Language

Vera Menezes (UFMG) -Web2 tools 4 EFL classroom and beyond

Participants will be introduced to some free online web2 tools such as wiki tools, bookr, wallwisher, glogster and EnglishCentral. Links for tutorials and suggestions for activities will be provided.

Centro de Cultura e Eventos - Room Pitangueira - 1st floor

Maximina Freire (PUC-SP) -Design educational complexo: em busca de um referencial para o desenho de cursos sob a perspectiva da complexidade e da transdisciplinaridade

One of the biggest contemporary challenges seems to be the harmonious conjunction between educational and social practices. We have been witnessing a steady attachment to the traditional paradigm that perceives knowledge as transmitted and fragmented into areas of specialties whose contents seem to have little in common and, therefore, nothing to be shared. The result of such an understanding – which may be noticed in our schools  ─ signalizes a growing need for the adoption of a complex and systemic thinking: a way of perceiving and being in the world that, by prioritizing the non-linearity and non-fragmentation of knowledge, may create opportunities for connecting and re-connecting contents in various and unpredictable forms so that they may transcend specific fields to generate innovative ones, to go beyond the limits of what is already known. Such a deliberate complex conception provides the bases for the discussion aimed by this course whose purpose is to present and reflect upon what I label complex educational design: a set of considerations which, grounded on the complexity principles (Morin, 2000, 2005, 2008; Moraes, 2002, 2008, 2010) and on the notion of transdisciplinarity (Nicolescu, 1999; Moraes & Navas , 2010), aims at guiding the design of courses they may respond to the current needs of society, with its features, practices, and educational goals.

Centro de Cultura e Eventos - Room Aroeira - 1st floor

Walkyria MonteMór (USP) -The praxis of meaning making in multimodal contexts

The workshop concerns about the praxis of reading and meaning making. Considering that language, communication and interaction have been widely changing, the workshop plans to focus on 1) the concept of meaning making and its updateness to the view of reading as social practice; 2) the practice of meaning making in multimodal contexts (LEMKE 2004; KRESS 2000, 2010; GEE 2003; 2010). Multimodality raises the perception that new ways of language construction and interaction have emerged, a fact that requires that the notions of “comprehension” and “interpretation” be revisited in their interface with the concept of “meaning making” in the studies of language as a social practice (KRESS 2005; GEE 1997, 2004; FREEBODY & LUKE, 1997). Considering the evaluation that societies should expand from their educational traditions of promoting the functions of qualification and socialization, the ability of meaning making reveals its potential to enhance subjectification, a function that best suits the education of nowadays people, as defended by Biesta (2009 p 99), considering that it does not only concern about “the insertion of ‘newcomers’ into existing orders, but about ways of being that hint at independence from such orders”. The workshop, thus, shows concern about university and school education aimed at participative cultural and social practices (LANKSHEAR & KNOBLE 2003, 2011; COPE & KALANTZIS 2000, 2004, 2008; GIROUX 2005; MENEZES DE SOUZA 2006, 2010; MONTE MÓR 2006, 2009, 2010).

Centro de Cultura e Eventos - Room Goiabeira - 1st floor

Denise Abreu-e-Lima (UFSCar) -Feedback as a tool to enhance students' interaction: focus on orality

One of the main aspects considered in online tutoring which has been proved to be one of the key factors to students’ success is the quantity and the quality of interaction between students and teachers along the learning process (Moore and Kearsley, 2007). The process of giving asynchronous feedback to students in virtual learning environments has been considered the key activity of tutors at Distance Education Programs. This workshop aims to 1) demonstrate the potential of virtual learning environments to give feedback to students, 2) present models of feedback which will help tutors adapt them to their own style of interaction, and 3) give the participants the chance to discuss the interpersonal relationship difficulties in the virtual learning environment as well as the solutions to face them. This workshop is designed for teachers and tutors who already work at Distance Education programs and wish to improve their practice of giving feedback.

Centro de Cultura e Eventos - Room Laranjeira - 1st floor

English Language Literatures

Sidonie Smith (University of Michigan) -Human rights and narrated lives

Personal narratives have become one of the most potent vehicles for advancing human rights claims across the world. With their appeals to reader empathy, they are mobilized to make claims against agents of a state, political factions, or national forgetting itself. And they serve multiple purposes: to give an account of injury, confront the afterlife of trauma, name perpetrators, demand apology, commemorate the dead and silenced victims, call people to action, and raise money for activist causes and NGOs. In the last three decades various kinds of published narratives have circulated globally. The genres of witness include genocide narratives such as, those of the Holocaust and the Rwandan killings; war stories of exploitation and betrayal, most recently by children forced to be soldiers; individual and collective stories of political imprisonment and torture; oral histories of aging survivors of the organized system of sexual slavery during World War II; documentary films on rape survivors in such locations as Bosnia-Herzegovina; women’s as-told-to narratives of “honor killing”; narratives memorializing “disappeared” political dissidents such as, those from Argentina; narratives of systematic murder, torture, and disappearance in post-apartheid South Africa; stories of indigenous Australians “stolen” from their families and communities and placed in orphanages or foster homes. Activists in the field and rights commissions in formal hearings seek out these stories and assemble an archive of rights violations to build the documentation necessary for bringing a case to official rights forums and a larger public. Sometimes, a particular narrative, published and marketed as a survivor story, gains a broad international audience and catapults the witness to celebrity status within the human rights arena. This seminar approaches life narratives and human rights campaigns as multidimensional domains that intersect at critical points, unfolding within and enfolding one another in an ethical relationship that is simultaneously productive of claims for social justice and problematic for the furtherance of this goal. We will track how autobiographical narratives are produced, received, and circulated in the field of human rights in order to better understand how and under what conditions narrated lives feed into, affect, and are affected by the contemporary reorganization of politics. Central to our exploration will be issues of the contemporary traffic in narratives of suffering; the role of empathy in neoliberally-inflected “rescue” cultures; the value of “authenticity” and the scandal of hoaxes; and alternative practices of life writing.

Centro de Cultura e Eventos - Room Lantana - 2nd floor 

Giséle Fernandes (UNESP) - Signsof history in postmodern American literature


This minicourse will focus on the relationship between Literature and History through analyses of contemporary American fiction written by Gore Vidal, Tim O’Brien, Jonathan Safran Foer, Don DeLillo. The literary texts that will be discussed in the session approach different historical periods in America: the New Deal, World War II, the McCarthy era, the Civil Rights Movement, the Vietnam War, September 11 and the War on Terror. The distinct perspectives on History presented by the authors will also be examined. Texts by Hutcheon (1988, 1993), White (1999), Chomsky (2001, 2004), Baudrillard (2002) and Ricoeur (2007) will base the debate of the topic.

Centro de Cultura e Eventos - Room Calêndula - 2nd floor 

José Gatti (UFSC) -Highlights of South African film history

This course will approach South African cinema through the analysis of some films which represent turning points in its history. However, it would not be sufficient to view those films as detached from the history of struggles against racism and colonialism that have marked that country. The beginnings of this history are rooted in the II Boer War (first documentaries, 1899-1902) and De Voortrekkers (first feature, 1916).  Since then, this history has continued in the attempts at building an Afrikaner film industry that conformed to the standards of apartheid (1948-1991), along with the production of a string of works that criticized the racist regime. Today, South African cinema is undergoing a boom of films that depict the process of construction of a new, plural society. Moreover, this cinema can also be seen as part of the emergence of similar industries in other English-speaking countries, such as Australia and New Zealand.

Centro de Cultura e Eventos - Room Azaléia - 2nd floor 

Maria Lucia Martins (UFSC) -Technologies of the poetics of resistance in Dionne Brand and Alanis Obomsawin

The term “poetics” is considered here mainly in its applied sense, as artistic and political devices used to articulate difference and resistance or, as Fred Wah puts it, “to initiate movement and change.” Many tools serve the purpose of this kind of poetics, among them double-voicing, irony, mimicry, silence, hybrid discourse, and polyphony. Evidences for this are specially found in the artistic production of immigrants, “visible minorities,” and aboriginal peoples in Canada which contest a nationalistic politics centered in the French / English colonial legacy.  This is the case of Dionne Brand and Alanis Obomsawin, activist artists who have much in common. Brand’s writings and documentaries explore issues of displacement, race, gender, and colonialism, revealing a constant determination in giving voice to what was silenced or marginalized by the dominant culture. Similarly, Obomsawin’s documentaries show a long commitment to the history of aboriginal people, reclaiming their sovereignty of voice. This course discusses implications of technologies in their poetics of resistance; in particular, in examples of Brand’s poetry and the documentary Long Time Comin’, and in Obomsawin’s documentary Kanehsatake: 270Years of Resistance.

Centro de Cultura e Eventos - Room Girassol - 2nd floor 

7:00 p.m. - Opening Ceremony -  Centro de Cultura e Eventos - Auditorium Garapuvu - 1st floor

8:00 p.m. - Opening Conference -  Centro de Cultura e Eventos - Auditorium Garapuvu - 1st floor

Professor (PhD)Sandra R. Goulart Almeida (UFMG)

            "Literature and Literacy in the age of transnationalism"


The increasing permeability of national frontiers, the consistent development of new technologies and means of communication, and the unrelenting mobility of subjects in our contemporary transnational world have paved the way for the constitution of cultures in transit worldwide in a constant movement of dislocation and relocation. The transnational flow of subjects beyond delineated borders, frontiers and spaces has also served to interrogate the belief in a fixed and univocal concept of a nation, in a centralized national and individual identity and in an abiding notion of cultural authenticity – beliefs that have been central to the establishment of a national literary tradition in a quite recent past. As complex and multi-layered phenomena, global movements have informed not only the transnational flow of capital and technology, but also that of peoples in social spaces and contact zones in which cultures meet, but also very often clash (Pratt).

In this provocative and challenging scenario, contemporary writers andcritics have assumed a crucial role in responding to globalizing initiatives by opening new venues and alternative models that foster productive and insightful dialogues, often unfolding a innovative and critical pedagogical praxis in tune with what Spivak terms “transnational literacy.” Such a possibility of critical literacy promotes the decisive practice of learning to “think otherwise,” to produce theory in other unpredictable spaces and to educate ourselves and others in a “literary habit of reading the world” thus problematizing the role of power in the production of knowledge. It is precisely this possibility of a transnational literacy as a form of critical reading that interests me and that I would like to explore in contemporary literary texts, viewing difference as a central concept, but also being aware of the dangers of assuming a misguided position fraught with notions of essentialism and cultural relativism. I venture to consider possible and alternative literary ways of reading and translating the world in which different positionings might be compared and contrasted.

I propose to discuss the role of contemporary literature in the context of the changes and challenges of the 21st century, especially with the advent of what critics have termed post-nationalism, transnationalism or translocalism, and with the emergence of transdisciplinary movements and of new technologies, bringing to the fore new and hybrid discursive and literary voices. If literature is the possibility of learning about ourselves and the other (Compagnon), and if contemporaneity forces us to face the untimely uncertainty of the future (Agamben), to ponder about literary texts at this moment in time presupposes a sustained reflection about the role of literature and our position as critical readers.

9:00 p.m. - Cocktail - Centro de Cultura e Eventos - Hall - 1st floor