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| 41 |
Teachers’ views on the acceptability and implementation of the Incredible Years ® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial
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| 42 |
The influence of private agents in high school reform ; La influencia de los agentes privados en la reforma de la escuela secundaria ; A influência dos agentes privados na reforma do Ensino Médio
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In: Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e023 ; Ensino em Re-Vista; v. 29 (2022): Publicação Contínua; e023 ; 1983-1730 ; 0104-3757 (2022)
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| 43 |
Dialectical behavior therapy skills training for emotional problem solving for adolescents (DBT STEPS-A) in urban school contexts: a mixed methods study
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| 44 |
Oral language of school-aged children born pretermaturely: a population-based analysis from Madeira Island, Portugal
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| 45 |
Texto literário infantil : a compreensão da leitura e da linguagem literária ; Children's literary text : reading comprehension and literary language
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| 46 |
Children’s negotiation of meanings about geometric shapes and their properties in a New Zealand multilingual primary classroom
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| 47 |
Verhaltenswirkungen von Lesbarkeit und einer Fremdsprache im Management Reporting: Experimentelle Studien
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| 49 |
Preventing Emotional Dysregulation: Acceptability and Preliminary Effectiveness of a DBT Skills Training Program for Adolescents in the Spanish School System
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| 50 |
Relatório de estágio para obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
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| 51 |
Weimar Sociologists: a practice of emergency ; Sociólogos de Weimar: una práctica de emergencia
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In: Historische Soziologie; Bd. 11 Nr. 2 (2021): El gran salto adelante de la China del Siglo XXI; 433-468 ; Historical Sociology; Vol. 11 No. 2 (2021): El gran salto adelante de la China del Siglo XXI; 433-468 ; Sociología Histórica; Vol. 11 Núm. 2 (2021): El gran salto adelante de la China del Siglo XXI; 433-468 ; Sociologie Historique; Vol. 11 No 2 (2021): El gran salto adelante de la China del Siglo XXI; 433-468 ; 2255-3851 (2022)
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| 52 |
The Critical Workshop: Writing Revision and Critical Pedagogy in the Middle School Classroom
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In: Doctoral Dissertations (2022)
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| 53 |
Alfabetización mediática crítica para mejorar la competencia del alumnado
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 70, 2022 (Ejemplar dedicado a: Nuevos retos del profesorado ante la enseñanza digital), pags. 47-57 (2022)
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| 54 |
Percepción de las familias sobre el desempeño escolar durante el confinamiento por COVID-19
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 70, 2022 (Ejemplar dedicado a: Nuevos retos del profesorado ante la enseñanza digital), pags. 59-68 (2022)
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| 55 |
Teacher-made tests on Bahasa Indonesia subject for school examinations in public vocational high school of Bengkulu province
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 136-148 (2022) (2022)
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| 56 |
Comparing Narrative Abilities of Monolingual and Dual-Language Learning Students At-Risk for Language and Literacy Disability
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In: All Graduate Theses and Dissertations (2022)
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| 57 |
Breaking Down Barriers: A Culturally Responsive Career Development Intervention with Racially Minoritized Girls of Color
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In: Journal of College Access (2022)
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| 58 |
“I Was Going to Work Full-Time at Roses Department Store”: The Need for College Readiness with Black and Latinx Students
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In: Journal of College Access (2022)
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| 59 |
The metaphorization of the senses in the appointment of school education in times of pandemic ; A metaforização dos sentidos na nomeação do ensino escolar em tempo de pandemia
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In: Entrepalavras; v. 11, n. 3 (11): Linguagem e Tecnologia; 451-465 (2022)
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Abstract:
In this work, we aim to problematize the metaphorization of the sense of the words used for naming school education, in times of pandemic, through the statements contained in the discursive materiality in news from newspapers and official documents that circulated in the media during the period of suspension of face-to-face classes. Our research is based on the theoretical-analytical field French Discourse Analysis (hereinafter, AD) matrix, stemming from the theories of Michel Pêcheux and other authors liable to dialogue with these theories. We seek to understand the use of different formulations referring to school education, such as remote, distance education and online classes, analyzing how they are inserted in the discursive memory, modifying and moving in the materialities that circulate in the midst of the discursive event, pandemic. In our gesture of interpretation, we will describe and interpret the selected materiality, observing metaphorization as constituting the functioning of discursivity, considering that metaphor is the point of articulation between misunderstanding and non-sens. The analyzes show that metaphorizations of meaning about school education occur due to the pandemic, which caused a slippage in the way school education is meant. The school space is no longer the same, neither are the teaching methodologies, as the classroom has migrated to the homes of teachers and students. ; Neste trabalho, objetivamos problematizar a metaforização dos sentidos das palavras utilizadas para nomeação do ensino escolar, em tempos de pandemia, por meio dos enunciados contidos na materialidade discursiva em notícias de jornais e documentos oficiais que circularam, na mídia, durante o período de suspensão das aulas presenciais. Nossa pesquisa fundamenta-se no campo teórico-analítico da Análise de Discurso (doravante, AD) de matriz francesa, partindo das teorizações de Michel Pêcheux e de outros autores passíveis de diálogo com essas teorias. Buscamos compreender a utilização de diferentes formulações referentes ao ensino escolar, tais como remoto, a EaD e as aulas on-line, analisando como elas se inserem na memória discursiva, modificando e deslocando-se nas materialidades que circulam em meio ao acontecimento discursivo, pandemia. Em nosso gesto de interpretação, vamos descrever e interpretar a materialidade selecionada, observando a metaforização como constitutiva do funcionamento da discursividade, considerando que a metáfora é o ponto de articulação entre o equívoco e o non-sens. As análises mostram que a pandemia propiciou um deslizamento na forma como o ensino escolar é significado. O espaço escolar não é mais o mesmo, as metodologias de ensino também não são, pois a sala de aula migrou para a casa dos professores e dos alunos.
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Keyword:
Metaforização dos sentidos. Ensino escolar. Memória discursiva. Pandemia; Metaphorization of the senses. School education. Discursive memory. Pandemic
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URL: https://doi.org/10.22168/2237-6321-32351
http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/2351
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| 60 |
Early Exposure to Bilingualism and Subsequent School Trajectories
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In: ISSN: 0035-2969 ; EISSN: 1958-5691 ; Revue française de sociologie ; https://hal.archives-ouvertes.fr/hal-03600749 ; Revue française de sociologie, Presse de Sciences Po / Centre National de la Recherche Scientifique, 2021, 62 (2), pp.283-318. ⟨10.3917/rfs.622.0283⟩ ; https://www.cairn.info/revue-francaise-de-sociologie-2021-2-page-283.htm (2021)
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