{"id":75158,"date":"2025-05-21T16:05:51","date_gmt":"2025-05-21T15:05:51","guid":{"rendered":"https:\/\/blogs.ua.pt\/cidtff\/?p=75158"},"modified":"2025-05-21T16:05:51","modified_gmt":"2025-05-21T15:05:51","slug":"investigadores-cidtff-marcam-presenca-em-coloquio-acedle-2025","status":"publish","type":"post","link":"https:\/\/cidtff.web.ua.pt\/blog\/?p=75158","title":{"rendered":"Investigadores CIDTFF marcam presen\u00e7a em Col\u00f3quio Acedle 2025"},"content":{"rendered":"
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Entre os dias 14 e 16 maio de 2025 teve lugar na Universit\u00e9 Toulouse Jean Jaur\u00e8s, em Toulouse, o Col\u00f3quio Acedle 2025<\/a>, “PAAS: Pratiques Artistiques et Approches Sensibles en didactique des langues-cultures – Contextes & appropriations”, que contou com v\u00e1rios contributos de investigadores CIDTFF.<\/p>\n\n\n\n

Luis Dantas (CIDTFF, DEP, UA) apresentou o trabalho “Multimodal Pathways through the Linguistic Landscape of the City of Aveiro” no dia 14 de maio, com a participa\u00e7\u00e3o e orienta\u00e7\u00e3o de Maria Helena Ara\u00fajo e S\u00e1 (CIDTFF, DEP, UA):<\/p>\n\n\n\n

In an increasingly urban world, cities and the artistic expressions that comprise their Linguistic Landscapes (LL) gain relevance as environments of plural identities and cultures. In this context, the study of these landscapes and their pedagogical potential becomes essential. According to P\u00fctz and Mundt (2019), LL encompasses various semiotic modes and includes images, sounds, smells, people, and other elements of the urban landscape, reinforcing the need for “reading” and addressing aspects that go beyond language in increasingly diverse environments.<\/p>

Our study is interested in the approach to LL from an assemblage-oriented perspective. Pennycook (2024) argues that such semiotic assemblages \u201callow for an appreciation of the ways in which different trajectories of people, semiotic possibilities, and objects meet at particular moments and places\u201d (p. 15). Moreover, understanding these complex arrangements in the LL of cities involves articulating “pedagogical practices that promote skills to question, interpret, and critique this reality through its multisemiotic elements” (Kress & van Leeuwen, 2021), often permeated by ephemerality. As Shohamy (2019) states, semiotic landscapes are also “inputs for reading the city” and a “mirror of societies.”<\/p>

This work proposes the use of Linguistic Landscapes (LL) as a pedagogical-didactic tool for the re-signification of these complex spaces, given their multimodal and polysemic nature. We thus explore art in its various manifestations and languages, present in diverse semiotic arrangements.<\/p>

With this study, we aim to create and experiment with a multimodal educational pathway based on the Linguistic Landscape of the city of Aveiro, to be co-constructed with children aged 10 to 12 years (2nd cycle of basic education in Portugal), as well as to verify the characteristics and learning outcomes arising from the experience of he pathway from a plurilingual and intercultural perspective, with children in the role of \u201cplurilingual social actors\u201d (Coste et al., 2000). In this context, \u201cplurilingualism refers to individuals who are capable or aspire to deploy all the linguistic and other semiotic resources they have available to communicate\u201d (Dendrinos, 2024). This pathway will be articulated around an outdoor educational extension space at the University of Aveiro, designed and conceptualized as an integrated environment for education, training, research, and dissemination.<\/p>

This research considers the notion of viewing the city and its LL as a multimodal text and its consequent re-signification through “resemiotization” (Iedema, 2001), which involves calling upon the elements of the landscape for other semiotic modes, whether they be drawings, texts, audio, or artistic expressions, and the meanings constructed by individuals from this reinterpretation. This is based on observation, movement, and the direct contact of children with the LL, through experiential approaches proposed by the project, in “chains of encounter” within the urban environment.<\/p>Abstract por Luis Dantas, Livret des r\u00e9sum\u00e9s<\/a>, pp. 68-70<\/cite><\/blockquote>\n\n\n\n

Rosa Maria Faneca (CIDTFF, DEP, UA) apresentou, no dia 15 de maio, o trabalho\u00a0“Kamishiba\u00ef plurilingue et cr\u00e9ativit\u00e9 artistique : une approche didactique innovante du pr\u00e9scolaire au coll\u00e8ge”:<\/p>\n\n\n\n

Cette communication examine l\u2019utilisation du kamishiba\u00ef plurilingue comme dispositif didactique pour favoriser l\u2019apprentissage de la langue de scolarisation et l\u2019expression artistique chez les \u00e9l\u00e8ves du primaire au coll\u00e8ge. Le kamishiba\u00ef, une forme traditionnelle japonaise de th\u00e9\u00e2tre de papier, est r\u00e9interpr\u00e9t\u00e9 dans des contextes \u00e9ducatifs multiculturels et multilingues, offrant des espaces sensibles o\u00f9 les \u00e9l\u00e8ves peuvent non seulement apprendre la langue de scolarisation, valoriser leurs langues maternelles et explorer d’autres langues, mais aussi exprimer leur cr\u00e9ativit\u00e9 \u00e0 travers des r\u00e9cits illustr\u00e9s et les arts visuels.<\/p>

L’approche sensible, telle que d\u00e9finie par Dompmartin-Normand (2023), est au c\u0153ur de cette communication. Elle permet d’allier l’esth\u00e9tique, l’imaginaire et le plurilinguisme. Le kamishiba\u00ef plurilingue mobilise les comp\u00e9tences linguistiques des \u00e9l\u00e8ves tout en les invitant \u00e0 cr\u00e9er et \u00e0 partager des histoires dans plusieurs langues, y compris leur langue maternelle. Ce dispositif permet non seulement de renforcer les comp\u00e9tences linguistiques, mais aussi d’encourager l\u2019inclusion, l’agentivit\u00e9 et l\u2019\u00e9mancipation des \u00e9l\u00e8ves, en particulier ceux issus de milieux plurilingues ou allophones.<\/p>

L\u2019\u00e9tude pr\u00e9sent\u00e9e s\u2019appuie sur des observations dans des classes de primaire et de coll\u00e8ge qui ont particip\u00e9 aux six \u00e9ditions du Concours kamishiba\u00ef plurilingue au Portugal, o\u00f9 le kamishiba\u00ef plurilingue a \u00e9t\u00e9 utilis\u00e9 comme outil d\u2019apprentissage linguistique et d\u2019expression artistique. Les r\u00e9sultats montrent que les \u00e9l\u00e8ves ont non seulement am\u00e9lior\u00e9 leurs comp\u00e9tences en langue de scolarisation, mais ont aussi d\u00e9velopp\u00e9 une meilleure conscience interculturelle et un sentiment d\u2019appartenance \u00e0 une communaut\u00e9 plurilingue.<\/p>

En mobilisant des concepts tels que la po\u00efesis linguistique (Huver et Lorilleux, 2018) et l\u2019empouvoirement (Castellotti, 2017), cette communication propose de r\u00e9fl\u00e9chir \u00e0 l\u2019articulation entre l\u2019exp\u00e9rience sensible et l\u2019appropriation linguistique et culturelle. Le kamishiba\u00ef plurilingue est pr\u00e9sent\u00e9 comme un outil potentiellement transformateur, capable de cr\u00e9er des espaces o\u00f9 les \u00e9l\u00e8ves peuvent explorer leur identit\u00e9 linguistique et culturelle tout en d\u00e9veloppant leurs comp\u00e9tences langagi\u00e8res, ainsi que leur sensibilit\u00e9 esth\u00e9tique et artistique.<\/p>

Enfin, la communication abordera les d\u00e9fis et les opportunit\u00e9s associ\u00e9s \u00e0 l\u2019int\u00e9gration du kamishiba\u00ef plurilingue dans les pratiques p\u00e9dagogiques actuelles, en particulier en ce qui concerne la formation des enseignants et la collaboration avec les familles et la communaut\u00e9. Les implications pour la didactique des langues, ainsi que les perspectives pour de futures recherches, seront \u00e9galement discut\u00e9es.<\/p>R\u00e9sum\u00e9 por Rosa Faneca, Livret des r\u00e9sum\u00e9s<\/a>, pp. 81-83<\/cite><\/blockquote>\n\n\n\n

As investigadoras do CIDTFF Maria Helena Ara\u00fajo e S\u00e1, Rosa Faneca e S\u00edlvia Mello-Pfeifer integram ainda a comiss\u00e3o cient\u00edfica do evento.<\/p>\n","protected":false},"excerpt":{"rendered":"

Entre os dias 14 e 16 maio de 2025 teve lugar na Universit\u00e9 Toulouse Jean Jaur\u00e8s, em Toulouse, o Col\u00f3quio Acedle 2025, “PAAS: Pratiques Artistiques et Approches Sensibles en didactique des langues-cultures – Contextes & appropriations”, que contou com v\u00e1rios contributos de investigadores CIDTFF. Luis Dantas (CIDTFF, DEP, UA) apresentou o trabalho “Multimodal Pathways through […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[47,14,2],"tags":[],"class_list":["post-75158","post","type-post","status-publish","format-standard","hentry","category-comunicacoes","category-destaques","category-eventos"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t