Vol. 23 No. 2 (2023)

View Vol. 23 No. 2 (2023)
Published: 2023-07-29

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Artigos

  • The legal norm genre: structure for presenting this legal text (Complementary Law 95/1998)

    Nelia Edna Miranda Batisti, Edina Regina Pugas Panichi
    01-22
    DOI: https://doi.org/10.5433/1519-5392.2023v23n2p01-22

  • Punctuation marks in newspaper ads in two periods of time

    Lou-Ann Kleppa, Gisele Damasceno, Álany Castro
    23-44
    DOI: https://doi.org/10.5433/1519-5392.2023v23n2p23-44

  • Teaching Portuguese as a host language for children: a proposal for a didactic sequence

    Laura Janaina Dias Amato, Jorgiane Norberto Dias de Oliveira
    45-62
    DOI: https://doi.org/10.5433/1519-5392.2023v23n2p45-62

  • The enunciative voices in supervised internship reports: the teaching work revealed through language

    Denilson Cícero Farias de Lima, Sandra Maria Araújo Dias
    63-82
    DOI: https://doi.org/10.5433/1519-5392.2023v23n2p63-82

  • The factors of textuality and the construction of meanings in the text

    Ana Valéria Piovesan, Cláudia Toldo
    83-103
    DOI: https://doi.org/10.5433/1519-5392.2023v23n2p83-103

  • Literacy in the course syllabus of Letras courses in the Brazilian Federal Universities

    Ana Paula Coelho Tonolli, Rosana Mara Koerner
    104-124
    DOI: https://doi.org/10.5433/1519-5392.2023v23n2p104-124

  • Linguistic Variation in the Textbook of the 1st year of New High School: from the perspective of the BNCC

    Catarina de Sena Sirqueira Mendes da Costa , Jacqueline Wanderley Marques Dantas, Margareth Valdivino da Luz Carvalho, Roberta Shirleyjany de Araújo
    125-147
    DOI: https://doi.org/10.5433/1519-5392.2023v23n2p125-147

  • Analysis of @mellziland's technodiscursive ethos in the Twitter ecosystem

    Eduardo Paré Glück, Luis Henrique Boaventura
    148-168
    DOI: https://doi.org/10.5433/1519-5392.2023v23n2p148-168

  • The PNLD and the quality of portuguese textbooks in high school (2012 – 2018)

    Eduardo Perioli Jr.
    169-188
    DOI: https://doi.org/10.5433/1519-5392.2023v23n2p169-188

  • Navigating, exploring, mapping: is it possible that Instagram reading profiles affect readers?

    Thayra Fernandes Pereira, Leila de Carvalho Mendes
    189-206
    DOI: https://doi.org/10.5433/1519-5392.2023v23n2p189-206

  • Remote Pedagogical practices in higher education during the COVID-19 pandemic

    Rafaela Tavares Bassetto, Letícia Jovelina Storto
    207-228
    DOI: https://doi.org/10.5433/1519-5392.2023v23n2p207-228

  • Is reading deciphering, an abstract operation, negotiation of meaning? Conceptions of the human act of reading

    Cleunice Terezinha da Silva Ribeiro Tortorelli, Cyntia Graziella Guizelim Simões Girotto
    229-249
    DOI: https://doi.org/10.5433/1519-5392.2023v23n2p229-249

  • Analysis of spelling errors of first-year literacy students

    Ana Paula Silva, Daiane Aparecida Martins, Joyce Elaine de Almeida Baronas
    250-267
    DOI: https://doi.org/10.5433/1519-5392.2023v23n2p250-267

  • The textbook in English language teaching: reflections on the use of Active Methodologies

    Jonathan Luiz Palavacini, Susiele Machry da Silva, Ana Paula Petriu Ferreira Engelbert
    268-289
    DOI: https://doi.org/10.5433/1519-5392.2023v23n2p268-289

  • Uses of the periphrasis ir + Infinitive in master's dissertations: a stylistic-functional look in the context of the discursive genre

    Kerolyn Sarate, Edair Maria Görski
    290-312
    DOI: https://doi.org/10.5433/1519-5392.2023v23n2p290-312

  • “Miracle beans”: a semiolinguistic analysis of the commercialization of faith

    Thiago Costa da Silva, Patrick Neves de Paula da Silva, Cláudia Cristina Mendes Giesel
    313-334
    DOI: https://doi.org/10.5433/1519-5392.2023v23n2p313-334

Traduções

  • Thinking and doing with childism in children's literature studies

    Justyna Deszcz-Tryhubczak, Macarena García-González; Celia Maria Magalhães
    335-363
    DOI: https://doi.org/10.5433/1519-5392.2023v23n2p335-363