Location: UFSC

9:00 a.m. to 10:30 a.m. - Round Tables

English Language - Reitoria Building - Auditorium - Ground floor

"New Literacies and the age of technology"           

Coordinator - Gloria Gil (UFSC)

Walkyria MonteMór (USP) - Rethinking Language in the Age of Technology: epistemology of performance and meaning making

The new literacies and multiliteracies theories indicate the relevance that new issues be approached in language and education, due to the technological influences in Western societies, as highlighted by theorists such as Gee 1997, 2003, 2010; Kress 2000, 2010; Lankshear and Knobel 2003, 2010; Cope and Kalantzis 2000, 2008; Snyder 2001, 2008; Freebody & Luke 1997. Two of these issues “knowledge construction and meaning making” will be discussed in this presentation, focusing on teaching and learning in the age of technology under the perspective of language as a social practice. The first refers to epistemology of performance as a different way to construct knowledge from conventional epistemologies in digital societies (LANKSHEAR AND KNOBEL 2003; MORIN 2000). The second refers to meaning making in which theories of interpretation lead to the rethinking of the notions of “comprehension” and “interpretation” (KRESS 2003; RICOEUR 1977) in the promotion of meaning making, according to critical and creative educational assumptions (COPE & KALANTZIS 2000, 2004, 2008; LANKSHEAR & KNOBLE 2003, 2011; GIROUX 2005; MONTE MÓR 2006, 2009, 2010, 2011).

Viviane Heberle (UFSC) - Multiliteracies, gender identities, and the semiotics of vulnerability: possible intersections with EFL teaching

The study of multiliteracies concerns the analysis of different semiotic resources and hybrid forms of literacy used to produce and/or interpret meanings in sociocultural contexts, such as spoken or written language, still and moving images, text/image relations, and computer-technology. Based on studies on multiliteracies, aligned with systemic-functional theory, multimodality, and gender studies, in this talk, I discuss gender identities and what Chouliaraki calls the semiotics of vulnerability. Through the analysis of media texts in printed, filmic and electronic formats, I discuss how gender identities depicted in vulnerable situations are visually and verbally constructed. The study is intended to shed light on possible applications to critical reading and discussions on the EFL class.

Denise Bértoli Braga (UNICAMP) - Rethinking genres and reading in the age of the internet: changes to be considered

Technology and literacy are dynamically connected within the context of social practices. For this reason many scholars have chosen to adopt the term literaciesas a way to stress that language uses are always multiple and directly affected by socio-contextual factors.  The widespread use of the Internet brought this issue to the fore, as it allows us to testifyand critically reflect upon the emergence of new literacy practices in the digital milieu, as well as their change in time. Furthermore, digital literacy practices well illustrate how through some complex processes of  hybridization and remixing (Lankshear and Knobel, 2008) old and new genres  (digital or printed) converge within the context of specific language uses. Focusing on this issue the present paper analyses  some examples of new trends in literary production and reflects upon  implications for the  teaching of English language and literature.

Vera Teixeira da Silva (UERJ) - The challenges of implementing an electronic examination: the case of EPPLE

The EPPLE (Exame de Proficiência para Professores de Línguas Estrangeiras) is an examination designed to assess in-service and pre-service English teachers’ proficiency, i.e., it is meant to assess EFL teachers’ linguistic-communicative competence in the target language for teaching purposes. Candidates are examined by means of two tests – a reading and writing paper, and an oral test. Researchers from different educational institutions have been working on this project for over ten years now, relying on theoretical and experimental data provided by the literature on the subject and by proficiency tests currently in use in Brazil and abroad  (KOL, 2009; MARTINS, 2005; QUEVEDO-CAMARGO, 2011). In view of the advantages in terms of costs and reach, an electronic version of the exam has been developed and is being piloted. In this presentation, I report on the difficulties encountered in using an electronic version of an exam in terms of lack of technological conditions provided by most of the institutions involved and lack of technological competence of the exam takers.

English Language Literatures - Centro de Cultura e Eventos - Auditorium Garapuvu - 1st floor

"On technologies of power / control and resistance"       

Coordinator - Magali Sperling Beck (UFSC)

Sônia Torres (UFF) - Post-Human Fictions: Oppressive hierarchies and possible utopias

Within the scope of a research project being developed at the moment, titled “Post-Human Fictions: Revolutions” (CNPq), this presentation proposes a brief discussion of narratives that oscillate between multiple discourses and genres that suggest  the growing difficulty in separating culture, technology, and the subjective into self-contained units. I argue that these works represent arenas of contest, or tension, between Science and the Humanities and foreground epistemological and ontological tensions that are important to our understanding of the paradigmatic shift we are witnessing in late modernity. The narratives under scrutiny invite us to consider how projects of past modernities articulate with present modernities, forcing us to reconceive human/humanity and the humane in a world that moves in the direction of fundamentalism, intolerance, and hyper-surveillance, a world in which our identities will be categorized in forms still unknown to us, leading to new forms of exclusion.

Eliana Ávila (UFSC) - From Im-mediacy to Craft: Nina Simone’s Postcolonial Critique of the Montreux Jazz Festival

This paper explores the irony implicit in the ideology of mediatic immediacy which obliterates the notion of technology as craft. Drawing on Gayatri Spivak’s argument that the violence of mediation must be foregrounded in order to demystify immediacy (2000), I will discuss Nina Simone’s disturbing engagement of the media as a site of irreducible violence as well as resistance throughout her performance at the 1976 Montreux Jazz Festival. The major questions informing this talk are: in what sense can Simone’s performance be understood as postcolonial? what meanings emerge from this postcolonial perspective of Simone’s relationship with the media, the audience, and other jazz musicians such as Janis Joplin, once we resist hegemonic versions not only of authenticity but also of technology? how can these specifically-contextualized meanings contribute to our critical thinking about culture and technology in the broader context of postcolonial education?

Izabel Brandão (UFAL) - The Black Venus: Power and Resistence in the Representation of the Grotesque Body in Three Contemporary Women Writers

Literature, cinema, painting, the arts in general tend to create different representations of women whose lives have been connected in some way to the history of humankind. This presentation intends to examine how literature deals with the representation of the female body in three contemporary women writers – Angela Carter, Jackie Kay and Grace Nichols - as regards the technology of resistance and the grotesque body, a concept that stems from Bakhtin’s reading of Rabelais and that has as one of its main features its collective nature. Angela Carter (“The Black Venus”), Grace Nichols (“Thoughts Drifting through the Fat Black Woman’s Head while Having a Bubble Bath”), and Jackie Kay (“Hottentot Venus”) give voice, in their fictional work and poetry, to real women whose bodies have been in some way vilified by the use western society made of them. Jeanne Duval (1820-1862) and Saartjie Baartman (±1790-1815) speak dialogically to the contemporary reader reweaving their stories towards what may be called a “regeneration” of the discursive body, something which may contribute to a theoretical realignment and repositioning of the feminist contribution to the Bahktinian dialogics, actualizing and expanding its context.

English Language and English Language Literatures - CFH - Centro de Filosofia e Ciências Humanas - Auditorium - Ground floor

"Creative processes: genetic criticism and authorial collaboration"  

Coordinator - Daniel Serravalle de Sá (UFSC)

José Roberto O'Shea (UFSC) - Co-adjutor, Novice, Journeyman or Tutor: Collaboration between William Shakespeare and John Fletcher

The proposed paper has as its broad topic authorial collaboration in the contexts of Elizabethan and Jacobean drama.  Thus, foregrounding the notion of context, and starting from an overview of current knowledge and analytical procedures deployed as regards the assessment and appraisal of dramatic co-authorship, the paper argues in favor of a joint effort by Shakespeare and Fletcher and addresses the relevant issues of authorship and collaboration taking into account three main concerns: Shakespeare and collaboration; Shakespeare and Fletcher as collaborators; and Shakespeare and Fletcher’s specific collaboration in the case of The Two Noble Kinsmen.

Silvia Maria Guerra Anastacio (UFBA) - Creative Processes: Genetic Criticism and Authorial Collaboration

Each voice is unique as an extension of the body, a mark of one´s identity. But in the creative process of performance arts, voices can be heard in unison as if they were orchestrated in such a way that one voice complemented the other. That´s what happens in authorial collaboration when sharing and interacting give the dominant tone to a project. To illustrate this idea of team work expressed in the form of authorial collaboration, it is worth describing a complex experience involving a group of researchers who engaged in translating into Portuguese a play called Opera Wonyosi, written in English by the Nigerian author Wole Soyinka. The whole translation process started two years ago and, as soon as the text had been translated into Portuguese, it was adapted by a screenwriter to be recorded by actors and actresses to be released as audiobook. Finally, the recorded material went to a sound technician to be edited. But the creative processes involved in the project did not end there because, considering that the target audience of such audiobook did not only include people who appreciated literature but also those with some kind of visual impairment, it was necessary to apply reception tests to the blind so as check if those receptors could make out what they heard when exposed to the audiobook under consideration. Then the media was edited in two versions, an interpreted version – referred above- and also a “white version” for visually impaired people.  One of the team members was responsible to transform the text in Word into MecDaisy Program, developed by the Brazilian Ministry of Education with the aim of transforming a written text into digital voice, or a voice with no interpretation, a “white version”. So, as one can realize, it is a complex enterprise involving several creative processes whose indices have been registered for the construction of a rich genetic dossier: drafts, videos, digital notes, interviews and exchange of emails among people involved in the enterprise. Since the whole project used the methodology of Genetic Criticism and the researchers dealt with problems related to accessibility as a main concern in the survey, it is possible to propose what could be called an Inclusive Genetic Criticism.

Márcia Ivana de Lima e Silva (UFRGS)- Genetic Criticism in the digital age: thinking the creative process

Will Genetic Criticism survive into the digital age? At least one question arises from the now a days situation: How can we think of manuscripts, drafts and all the steps related to the creative process, when most of the writers use the computer to write? The main purpose of this paper is to follow the concept of 'process', to discuss what the real object of study that concerns to the Genetic Criticism is and to think of the contribution of this method to understand the contemporary literature.

10:30 a.m. to 10:45 a.m. - Break

10:45 a.m. to 12:00 p.m. - Conferences

English Language - Centro de Cultura e Eventos - Auditorium Garapuvu - 1st floor

"SLA theory and CALL: Implications for learners and teachers at the close and far distance"- Trude Heift (Simon Fraser University)

In this talk, I will focus on cognitive, psycholinguistic and sociocultural approaches to second language acquisition (SLA) and discuss their relationship to computer-assisted language learning (CALL). Moreover, and by drawing on the theoretical underpinnings and constructs of these SLA approaches, I will provide supporting research and examples of computer applications that have been successfully designed and implemented into hybrid and/or distance learning environments. Finally, I will discuss pedagogical implications of these technologies by highlighting some of the training that is required for both learners and teachers to benefit from these newer learning environments.

English Language Literatures - Reitoria Building - Auditorium - Ground floor

"Technology and the archive: Researching poetry manuscripts in the digital age"- Arthur Marotti (Wayne State University)

This paper will discuss the impact of two digital technological resources on research on unique manuscript poetical collections surviving from 16th and 17th century England—digitized manuscripts and online first-line indexes and catalogues. Twenty-five years ago, researchers either had to use available, monochrome microfilm copies of manuscript documents or to undertake expensive research trips to various archives such as The British Library, Oxford’s Bodleian Library, or the Folger Shakespeare Library in Washington, DC, to examine these artifacts first-hand. While it is still important to examine these original objects in person to get information about the size, quiring, bindings, paper watermarks, and other historically relevant material features, the digitization of these manuscripts (either by the archives themselves or by researchers allowed to do their own digital photographs) has made it possible for scholars to see color images of manuscripts that are able to be magnified and visually enhanced, in some cases offering better visual data than one receives by the naked eye (with or with the use of a magnifying glass). I shall offer several examples of digitized manuscripts, including texts from the Beinecke Library Yale and from Cambridge University’s digital “Scriptorium,” the latter a project that is making available (free) online images of various manuscripts from Cambridge and from other repositories. The second digital resource I wish to discuss is the Folger Shakespeare Library’s Union First Line Index of English Verse (13th-19th centuries). This constantly expanding online database includes manuscript poetry from The British Library, the Bodleian Library, Harvard’s Houghton Library, Yale’s Beinecke Library, the Huntington Library (California), and Leeds University’s Brotherton Collection, as well as an expanding body of information about manuscripts from the Rosenbach Museum and Library, Cambridge University Library, and other collections. It also has been incorporating poetical texts found in the printed books and pamphlets from the period 1450-1700. Poems can be searched by first-line and library shelf-mark and usually also by last-line, author, and title (if any), as well as by keyword. It is possible to use this resource to see the full  poetical contents of the various manuscripts included in the database. The other major online resource is Peter Beal’s Catalogue of English Literary Manuscripts, which lists every known manuscript copy of poems by a long list of major and minor authors from the early modern period. While its database is more complete than the Folger Union Index for the authors it includes, it does not include the anonymous pieces or those by minor authors outside its purview that are found in the Folger Index. I shall offer some examples of a largely unknown body of verse whose uniqueness or rareness can be confirmed by the Folger Index. Since many manuscripts from the period have between 10% and 25% of their contents as poetry of this kind, using technological resources such as the Folger Index allows us to discover a broader field of writing from the period, one which offers cultural and social-historical information about the age and expands our sense of a complex literary history.

12:00 p.m. to 1:30 p.m. - Lunch

1:30 p.m. –  Programa Fullbright-CAPES de Assistente de Ensino de Língua Inglesa para Projetos Institucionais - CCE - Centro de Comunicação e Expressão - Building B - Auditorium Henrique Fontes - Ground floor

Patrícia de Domênico R. Grijó (Coordenadora de Programas, Comissão Fullbright)

O Programa Fulbright-CAPES de Assistente de Ensino de Língua Inglesa para Projetos Institucionais busca contribuir para a elevação da qualidade dos cursos de bacharelado e/ou licenciatura em Letras/Língua Inglesa, na perspectiva de valorizar a formação e a relevância social dos profissionais do magistério da educação básica. O Programa oferece oportunidade para que Instituições Públicas de Ensino Superior com cursos de bacharelado e licenciatura em Letras/Língua Inglesa recebam um bolsista Fulbright, cidadão norte-americano e falante nativo de inglês para atuar como assistente de ensino de língua inglesa. Nesta apresentação  falaremos sobre as regras do programa, sua duração, o perfil dos participantes e como se candidatar.

2:00 p.m. to 4:00 p.m. - Individual papers (English Language and English Language Literatures)

4:00 p.m. to 4:30 p.m. - Coffee break / Book Exhibit - Centro de Cultura e Eventos - Hall - 1st floor

4:00 p.m. to 5:00 p.m. - Poster Session II - Centro de Cultura e Eventos - Hall - 1st floor

4:30 p.m. to 6:30 p.m. - Panels (English Language and English Language Literatures)

7:00 p.m. - ABRAPUI Assembly - Reitoria Building - Auditorium - Ground floor