Vol. 51 No. 2 (2020): Gêneros textuais/discursivos, práticas de linguagem e vozes do sul em diálogo

View Vol. 51 No. 2 (2020): Gêneros textuais/discursivos, práticas de linguagem e vozes do sul em diálogo

Editors:

Vera Lúcia Lopes Cristovão

Eliane Gouvêa Lousada

Richard Brunel Matias

Published: 2020-09-09

Expediente

  • Expediente

    Revista da Anpoll
    1-8
    DOI: https://doi.org/10.18309/anp.v51i2.1467

Apresentação

  • Introduction

    Vera Lúcia Lopes Cristóvão, Eliane Gouvêa Lousada, Richard Brunel Matias
    9-16
    DOI: https://doi.org/10.18309/anp.v51i2.1464

Número regular temático (2020)

  • Discourse genres as enunciative devices of social practices: a theoretical and practical perspective

    Adail Sobral, Karina Giacomelli
    17-28
    DOI: https://doi.org/10.18309/anp.v51i2.1405

  • Autistic university students’ accounts of interactions with nonautistic and autistic individuals: a rhetorical genre studies perspective

    Jacquie Ballantine, Natasha Artemeva
    29-43
    DOI: https://doi.org/10.18309/anp.v51i2.1406

  • What does it mean to teach textual genres at school?

    Dora María Riestra
    44-57
    DOI: https://doi.org/10.18309/anp.v51i2.1381

  • Genre theories and perspectives for teaching: a brief illustrated panorama

    Benedito Gomes Bezerra
    58-70
    DOI: https://doi.org/10.18309/anp.v51i2.1382

  • Orality in the dissertations of the Professional Masters’ in Languages: teacher education for innovation possibilities in basic school

    Tânia Guedes Magalhães
    71-88
    DOI: https://doi.org/10.18309/anp.v51i2.1395

  • Valuation in web news aimed at women

    Rodrigo Acosta Pereira, Beth Brait
    89-107
    DOI: https://doi.org/10.18309/anp.v51i2.1394

  • From working with text/discourse genres in Portuguese language teaching: a journey of continuities, changes and possibilities

    Ana Maria de Mattos Guimarães, Anderson Carnin
    108-124
    DOI: https://doi.org/10.18309/anp.v51i2.1400

  • Learning to read to write: the abstract genre and academic literacy

    Maria do Socorro Oliveira
    125-138
    DOI: https://doi.org/10.18309/anp.v51i2.1386

  • Socialrhetorical strategies in research proposals in the chemistry disciplinary culture: an analysis of proposals written by experienced researchers

    Francisco Alves Filho, Carolina Áurea Cunha Rio Lima
    139-152
    DOI: https://doi.org/10.18309/anp.v51i2.1393

  • Social acting and (inter)cultural dimension: challenges to the proposal of the production of didactic sequences

    Marileuza Ascencio Miquelante, Vera Lucia Lopes Cristovão, Claudia Lopes Pontara
    153-174
    DOI: https://doi.org/10.18309/anp.v51i2.1404

  • The web class from the perspective of multimodality: an analysis of a digital Spanish class for distance teaching

    Antônia Dilamar Araújo, Paulo Henrique Moura Lopes, Maria Áurea Albuquerque Sousa
    175-186
    DOI: https://doi.org/10.18309/anp.v51i2.1385

  • Representations of teachers’ work in the Nova Escola Magazine: a case study from the feature article genre

    Aline Nardes dos Santos, Rove Chishman
    187-207
    DOI: https://doi.org/10.18309/anp.v51i2.1401

  • Slam poetry as a genre: reexistence and construction of black identity as a scream of southern voices

    Natália Barreto Felix, Talita de Oliveira, Fabio Sampaio de Almeida, Maria Cristina Giorgi
    208-217
    DOI: https://doi.org/10.18309/anp.v51i2.1392

  • Investigating identity representations in cartoons in the classroom context: multimodality, critical reading and intersectionality

    José Maria de Aguiar Sarinho Júnior, Fábio Alexandre Silva Bezerra
    218-231
    DOI: https://doi.org/10.18309/anp.v51i2.1399

  • Text genres that circulate in the sphere of teaching work and in teacher professional development

    Eliane Gouvêa Lousada
    232-247
    DOI: https://doi.org/10.18309/anp.v51i2.1422