the
P ORTUGUESE N EWSLETTER
The American Association of Teachers of Spanish and Portuguese
VOLUME
28
NUMBER
2 – FALL 2015
LUCI DE BIAJI MOREIRA,
editor
FROM THE EDITOR
E
ste ano, pela primeira
vez, a AATSP ofereceu
aos participantes da
conferência anual o free mobile
conference scheduling app “Guidebook”.. Os participantes pudebook”
ram usar os apps para planejar
seus horários pessoais, tomar
notas, receber notificações e
alterações de último minuto na
programação diária da conferência. Ao se aproximar do seu
Centenário, a AATSP demons-
tra que está acompanhando e
se ajustando às necessidades
atuais do novo século!
A Portuguese Newsletter do outono de 2015 registra a saída /
aposentadoria de Margo Milleret. Felizmente, Margo ainda
tem muitos planos acadêmicos; verifique em Destaque
Destaque.. A
PN apresenta o Ponto de Vista
de Nilma Dominique, que trata do uso dos gestos para expressar a língua e a
cultura de um povo.
A Portuguese Newsletter também anuncia
os novos membros
da Phi Lambda Beta,
Destaque ˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱ 1
as próximas conferências, divulga livros
Oxente!˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱ 4
e registra importanPhi Lambda Beta˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱ 5
tes momentos da
Ponto de Vista ˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱ 6
97a. Conferência da
Etc… ˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱ 8
AATSP em Denver.
Confira!
Bookstore ˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱ 10
CONTENTS
Agenda ˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱˱ 13
Luci Moreira
DESTAQUE
Margo Milleret
por
Luci De Biaji Moreira
Destaque, continued on pg. 2
THE
PORTUGUESE NEWSLETTER
VOLUME
28
NUMBER
2 – FALL 2015
continued from pg. 1
DESTAQUE
Margo Milleret
The American Association of Teachers of Spanish and Portuguese
Luci Moreira – Could you please tell the
Portuguese Newsletter readers a little a bit
about your career? What was your motivation to study Portuguese? What was one of
your best accomplishments? Any anecdotal
stories you’d like to share?
“
2
Margo Milleret – I became a convert
to the study of Portuguese when I
was working on my MA in Spanish at the University of Kansas. A
Fulbright grant to Brazil during the
years of the dictatorship convinced
me that the language and the country were more exciting and challenging than the Spanish-speaking world.
I did research and write about Spanish American and Brazilian theater
for many years, certainly, but it was
the Portuguese language and Brazil
that became the main focus of my
academic life.
I am not of the belief
that what worked in
the past will continue to
work in the future
”
I am proud of the work I did
in program evaluation and development during my 19 years at UNM.
More recently, I am also pleased that
I was invited to give a plenary address at the Encontro Mundial do
Ensino de Português IV in Washington, DC recently. I had a large and
“
attentive audience of colleagues
from around the world. It was a
great honor. An anecdote—when
my son was 3 or 4 years old he told
people that his mother taught “pork
and beans.”
LM – Portuguese is one of few languages
that has had steady, if slow and small,
growth in the United States, whereas many
others are in decline. During the last years
of your career you focused your research
on the growth of Portuguese enrollments
in the USA and the needs of faculty in
those growing programs. Do you see a difference in this dynamic at the moment? In
your opinion, what are some of the factors
that affect the growth of Portuguese in the
U.S.?
MM – There have been changes
since the early 2000s that have
contributed to the growth in Portuguese enrollments, although the
numbers from MLA 2013 show that
the growth has slowed. My research
suggests several factors. First, more
summer immersion programs for
high school and college students
are exposing students to Portuguese and giving them a head start
on their studies. At the same time
Startalk programs are training more
Portuguese instructors. Second, a
growing immigrant population and
community schools are sending students into our classrooms. We don’t
always have a pedagogy for these
heritage learners, but there are more
of them than ever before, even in
A Fulbright grant to
Brazil during the years of the dictatorship
convinced me that the
language and the country were more exciting
and challenging than the
Spanish-speaking world
”
unexpected places like New
Mexico. Third, Spanish speakers are still interested in the study of
Portuguese and continue to fill our
classes. Fourth, both Portugal and
Brazil are making some investments
in education at the high school and
college levels, although more support would be better. Lastly, there
are some new approaches for learning critical languages in K-16 that
may serve as models for increasing
language proficiency. Two examples
that come to mind are the classes in
Utah in elementary education and
the Flagship programs. There are
also some problems that have not
yet been resolved, such as the fact
that there is no Advanced Placement exam for Portuguese. This absence has become a reason for high
schools not to invest in Portuguese
for their students.
continued on pg. 3
VOLUME
28
NUMBER
2 – FALL 2015
Destaque, continued from pg. 2
“
LM – If a university were to start a
new Portuguese program, what advice
would you give them in terms of building
the curriculum, hiring faculty, and attracting students? I’m sure the answer could fill
a book, but what are some headline moves
a new program requires?
MM – As a matter of fact, Mary Risner at the University of Florida (and
our AATSP Executive Committee
representative for Portuguese) and
I are editing a “how to” manual for
Portuguese instructors. It includes
essays on program development,
professional development, the job
market, as well as essays on teaching
heritage students, Spanish-speaking
students, developing courses, using
community resources and technology, etc. We plan to have it available
from Amazon in early 2016.
I am not sure that universities and departments have much vision
when it comes to starting
Portuguese programs
”
I am not sure that universities
and departments have much vision
when it comes to starting Portuguese programs. So they don’t always make the necessary commitment of funds, personnel, and time
to make sure there is success. They
often treat Portuguese faculty like
any other instructor who is NOT
developing a program. If possible, I
think it wise to try to articulate expectations and rewards not just for
the Portuguese instructor, but for
the administration as well.
At most universities
Portuguese is still a
marginal subject of study with a small presence
on campus
”
“
LM – For more than 50 years (to be
conservative), many departments have
hired only one faculty member responsible
for teaching, research, and program development. This does not seem like an ideal
strategy to foster both program growth
and professional development. Is the time
right for a more radical approach to Portuguese from departments?
MM – I agree with your characterization of departmental attitudes toward Portuguese, but I am not sure
that it is within our power as faculty
to advocate for a radical approach,
no matter how much sense it might
make. At most universities Portuguese is still a marginal subject of
study with a small presence on campus. It often takes outside funding,
community support, or some other larger and more influential body
to do the advocacy for Portuguese.
LM – Do you see changes in regards to the
hiring of professionals in the areas of Linguistics, Language, Literature, and Cultural Studies? And with regards to support
from the departments? In which direction is
the teaching of Portuguese moving?
MM – As far as I can tell, the unfortunate division between language
and literature still exists in Portuguese. There are more faculty taking an interest in SLA [Second Language Acquisition], but the majority
of our graduate programs focus on
PORTUGUESE NEWSLETTER
literature and cultural studies. Many
faculty members see teaching language as something that only happens in the first two years of study,
rather than realizing that it is always
a key part of our classes no matter
what the topic or level of study. I
don’t have a crystal ball, but one big
factor changing higher education is
the increasing presence of contingent faculty. Each institution has
its own approach, but I wonder
how our Portuguese programs will
fare with more and more instructors
who have little security and sometimes little respect.
I would like to see more
research on the challenges to the language and
literature professions in
the coming years
”
LM – As an active member of associations such as BRASA, APSA and
AATSP, including several leadership positions in these bodies, how do you see the role
of these associations in the development of
Portuguese in the U.S.?
MM – I would like to see all the associations address the professional
needs of faculty teaching Portuguese in changing times. I would like
to see more research on the challenges to the language and literature
professions in the coming years. I
think there is also a sense that we
need to participate more actively in
virtual collaboration and networking
opportunities.
continued on pg. 4
The American Association of Teachers of Spanish and Portuguese
“
THE
3
THE
PORTUGUESE NEWSLETTER
VOLUME
28
NUMBER
2 – FALL 2015
Destaque, continued from pg. 3
I would also like to see more partnerships between the professional
organizations so that faculty are not
divided between so many different
options.
The American Association of Teachers of Spanish and Portuguese
“
4
LM – Now that you start your retirement, what are your plans for the future,
and what advice would you give to the next
generation of Portuguese teachers?
I wonder how our Portuguese programs will fare
with more and more instructors who have little
security and sometimes
little respect
”
MM – Well, I am still involved in
several projects of a scholarly nature, so I guess I am only partially retired. I sometimes feel overwhelmed
by the changes underway in higher
education and in the world around
us. I think that faculty in foreign languages need to inform themselves
of these changes and be in touch
with faculty in other disciplines in
order to build partnerships that will
benefit students. Faculty also need
to learn what students’ needs and interests are in order to try to respond
to them with the appropriate course
materials and pedagogy. Students
graduating now face an ever more
competitive global marketplace and
I think instructors in Portuguese can
make valuable contributions to their
preparation for that future. However, I am not of the belief that what
worked in the past will continue to
work in the future.
q
Margo Milleret received her doctorate in
Portuguese from the University of Texas,
Austin, and her master’s in Spanish from
Kansas University.
Publications on Hispania, ADFL Bulletin,
PLJ, Luso-Brazilian Review, Foreign
Language Annals and Latin American
Theatre Review, and an upcoming book.
OXENTE!
RHODE ISLAND COLLEGE
MIDDLEBURY COLLEGE
ADVISORY BOARD
Sílvia Oliveira received her Tenure
and Promotion in Spring 2015 at
Rhode Island College. Congratulations, Sílvia!
The Portuguese School at MLS
– Summer Program – received a
$1 million gift endowment. This
gift—established during the tenure
of Director Luci Moreira and former President Ron Liebowitz—will
empower the program and greatly
support students of the Portuguese
School in the coming years.
Charles A. Perrone joined the Advisory Board of Delos: A Journal of
Translation and World Literature.
Literature. The
first issue of the new series will feature the theme of music and literature, especially Brazil.
q
VOLUME
28
NUMBER
2 – FALL 2015
THE
PORTUGUESE NEWSLETTER
PHI LAMBDA BETA
THE PORTUGUESE NEWSLETTER IS PLEASED TO ANNOUNCE TWO NEW CHAPTERS
IN ADDITION TO THE SPRING 2015 NEW MEMBERS.
UNIVERSITY OF NORTH CAROLINA, CHAPEL HILL
GEORGETOWN UNIVERSITY
Alpha Zeta Chapter (New Chapter!)
Membros Ativos: Alex Nusbickel, Sean Ryall, Emma
Aspell, Carmen Calhoun, Joseph May, Lauren Howland,
Leland Christy
Membros Honorários: Monica Rector, Patricia Fuentes
Lima, Sarah Guthrie-Coyne
Epsilon Chapter
Membros Ativos: Kimberly M. Blair, Aramide Oluwaseun Alaka, Shakila Marie Guevara, Fabiola Maria
Delgado, Connor Lloyd Pitman, Efren Lemus, Anna
Elizabeth Ortega, Laura Elizabeth Welborn, Anne Elizabeth Austin, McCall Erin Torpey, Ashton Ross Garriott,
Teresa Catherine Pulaski, Thomas Chandler Payne,
Daisy Franco, Cody Alexander Williams, Emilia Rachel
Sens, Keegan Chase Terekv
COLLEGE OF CHARLESTON
UNIVERSITY OF NEW MEXICO
Delta Chapter
Membros Ativos: Scarlet B. Rendleman, Willyam Vinícius Thums
UNIVERSITY OF FLORIDA
Alpha Chi Chapter
Membros Ativos: Active Members: Laura Sandoval, Tiffany Fuentes, Samantha Buhler, Hans Goertz
BRIGHMAN YOUNG UNIVERSITY
Beta Epsilon
Membros Ativos: Benjamin Anderson, Jared Anderson,
Jared C. Aranda, Devin Bradshaw, Michael Scott Christensen, Bradley Clawson, Samuel Leon Cox, Kimball Elliott, Alex Harris, Joshua Horne, Jenna Jackson, Serena
Rachelle Johnson, Michael King, Asa R. Laws, Daniel
LeFoll, Michael Mckinley, Rúbia McLane, Elise Nelson,
Aaron D. Oborn, Parker Sessions, Preston Smith, Zach
Walker, Nicholas Whipple
Membros Honorários: John S. Tanner, Susan W. Tanner
RUTGERS UNIVERSITY
Zeta Chapter
Membros Ativos: Michelle Gonçalves,
Sara L. Miranda, Adenny Nicasio, Jeffrey
Vincente, Ana Caterina Pereira
RHODE ISLAND COLLEGE
Sigma Chapter
Membros Ativos: Bianca Barros, Sandra
Semedo, Christine Meirinho
Membros Honorários: Onésimo T. Almeida, Alice Clemente, Daniel DaPonte
The American Association of Teachers of Spanish and Portuguese
Alpha Sigma Chapter (New Chapter!)
Membros Ativos: Anna Lewis, Summer Wertz
Membros Honorários: Antonio Tillis, Mark Del Mastro,
José Moreira, Douglas Friedman
above: recipients at Rhode Island College
5
THE
PORTUGUESE NEWSLETTER
VOLUME
28
NUMBER
2 – FALL 2015
PONTO DE VISTA
The American Association of Teachers of Spanish and Portuguese
“Os signos não verbais e sua importância na
representação cultural de uma sociedade”
Nilma Dominique, MIT
6
“Por que vocês (brasileiros) fazem
tanto este gesto?”, foi a pergunta
que me fez um aluno norte-americano que havia acabado de chegar
ao Brasil e começar suas aulas de
português. Ele se referia ao nosso
“legal”, gesto em que mostramos o
dedo polegar erguido. Era a primeira das várias vezes que eu ouviria a
mesma pergunta de alunos estrangeiros. Eu ensinava língua portuguesa a estudantes nativos havia anos e
nunca tinha percebido a importância
dos gestos na comunicação humana, principalmente daqueles gestos
que podem ser usados sem nenhum
componente verbal, dificultando
ainda mais a sua decodificação. Eu
nunca havia estado nos Estados
Unidos, mas acreditava que este gesto em particular era usado da mesma
forma que o usamos no Brasil, inclusive por causa da expressão “two
thumbs up”, para a qual não temos
um equivalente no português.
Beleza?], ao responder o cumprimento afirmativamente [Tudo], ao
agradecer [Obrigado] ou como indicação de triunfo [Consegui!].
a maioria das pessoas, crescemos
rodeadas por outras que seguem os
mesmos modelos e por isso temos a
tendência de interpretar as regras da
nossa cultura como universais.
nunca tinha percebido a
importância dos gestos
na comunicação humana
Em consequência, na comunicação
intercultural, não é nada incomum
reagirmos negativamente frente ao
diferente. A cultura do outro, diferente daquela com a qual estamos
acostumados a conviver, costuma
parecer um desvio do nosso modelo, no qual fomos “doutrinados” e
cujas pautas de comportamento nos
parecem a única forma correta de
atuar ou pensar. Costumamos nos
dar conta de que nossa conduta está
culturalmente determinada só quando há um choque cultural, quer
“
Ledo engano. O gesto histórico usado pelos romanos para indicar aprovação, do qual muitos estrangeiros
ao primeiro contato com brasileiros
dizem que “serve para indicar tudo”,
possui basicamente dois sentidos:
“bom” ou “positivo”. Todos os outros significados podem ser construídos a partir destes dois. Assim, usamos o polegar erguido para indicar
que está tudo bem, para responder
a uma pergunta afirmativamente, ao
cumprimentar alguém [Tudo bem/
”
“
Mas, obviamente, eu nunca tinha percebido todos esses detalhes porque estava vivendo na minha
cultura e totalmente condicionada
por ela. É a cultura que nos ensina
como devemos nos comportar em
uma sociedade, como nos expressar,
nos vestir, agir, qual postura usar,
quais gestos, o tom de voz, como
e para onde olhar—e um vastíssimo et cetera—como, quando, onde
e por quê. Já que não herdamos geneticamente a cultura, temos que
aprendê-la através da socialização,
por meio da observação e imitação,
do ensaio e do erro.
Nossa vida está condicionada por
tantos elementos culturais que nos
ensinam como interagir socialmente
em cada momento e nos indicam o
que fazer ou deixar de fazer, que seria
impossível lembrar conscientemente
todas as regras e rituais sociais que
temos interiorizados e que governam, muitas vezes inconscientemente, o nosso comportamento. Como
o domínio da língua estrangeira nem sempre é
o suficiente para uma
comunicação efetiva
”
dizer, quando alguém viola alguma regra a qual estamos acostumados a seguir. Neste caso, a reação
dificilmente será positiva. É comum
haver uma avaliação desfavorável e,
frequentemente, um rechaço à cultura do outro, adotando-se uma perspectiva etnocêntrica, em que aquilo
que é diferente da nossa realidade
continued on pg. 7
VOLUME
28
NUMBER
2 – FALL 2015
THE
PORTUGUESE NEWSLETTER
Ponto de Vista, continued from pg. 6
implica um distanciamento do que
se percebe como natural. As normas
culturais às quais estamos habituados nos parecem mais lógicas e por
isso, quase sempre melhores.
Alguns analistas chegam a sugerir
que as probabilidades de que alguém
tenha uma experiência insatisfatória
quando se vive em um país diferente do seu são sete vezes maiores
do que as probabilidades de ter
experiências satisfatórias ou positivas. Obviamente, isso vai depender
muito do conhecimento prévio que
a pessoa tenha sobre a nova cultura,
de como ela está preparada para enfrentar o diferente e de sua atitude.
“
Como cada comunidade possui sua
cultura, com suas particularidades
próprias, para que o indivíduo se sinta integrado numa determinada cul-
É a cultura que nos ensina como devemos nos
comportar em uma sociedade
”
barreira comunicativa entre o
estrangeiro e o nativo, seja por não
entender o significado da mensagem
não verbal ou por interpretá-la erroneamente. Desta forma, o domínio
da língua estrangeira nem sempre é
o suficiente para uma comunicação
efetiva.
Viver fora da minha comunidade
me fez perceber como é difícil readaptar o corpo e as atitudes à nova
cultura. O polegar estendido aparece automaticamente, por exemplo,
ao agradecer a um motorista por ter
parado, permitindo-me atravessar a
rua. Por que não simplesmente mostrar o polegar em vez de agradecer
mostrando-lhe toda a palma da mão
aberta, já que este gesto para nós,
brasileiros, é usado para pedir que
alguém pare ou espere? Detalhes
próprios de uma comunidade, por
serem óbvios, podem passar despercebidos a muitos nativos, mas não a
um estrangeiro.
Falar sem fazer uso da imensa quantidade de elementos não verbais e
recursos expressivos que estão pre-
sentes na comunicação humana—
como os gestos manuais, corporais e
faciais—é de fato impossível e, mesmo se tentássemos fazê-lo, requeriria um esforço consciente com um
resultado totalmente artificial.
Assim, para uma comunicação intercultural efetiva, tão importante
quanto conhecer a língua estrangeira
é conhecer a sua cultura. Estar familiarizado com ela pode evitar que
o estrangeiro veja suas expectativas
frustradas. Contribui também para
superar a estranheza, os juízos sociais negativos (crenças e atitudes)—
que costumam ocorrer de forma automática e inconsciente—e facilita
a aceitação dos comportamentos
idiossincráticos de cada comunidadde e a integração nela.
q
Nilma Dominique, Portuguese Language
Program Coordinator at MIT, received
her doctorate in Applied Linguistics from
Universidad de Alcalá, Madrid, Spain
in 2007. Her book, La Comunicación sin
Palabras: Estudio Comparativo de Gestos
Usados en España y Brasil was published in
Spanish in 2012 by Alcalá University Press.
The American Association of Teachers of Spanish and Portuguese
O que acabamos de dizer sobre o
peso da cultura e o processo de socialização não significa, não obstante, que os padrões culturais sejam
homogêneos e determinantes até o
ponto de eliminar a possiblidade de
que existam diferenças de comportamento dentro de um mesmo país,
entre famílias diferentes pertencentes a uma mesma comunidade e,
inclusive, entre as pessoas de uma
mesma família. Entretanto, apesar
de toda a diversidade possível, existe
algo que nos assemelha: a chamada
“organização da diversidade”, ou
seja, o que nos particulariza como
integrantes de uma mesma comunidade não é a semelhança na cultura
que compartilhamos, mas a “capacidade que temos de predizer uns aos
outros”. Isso significa que a cultura
não somente influencia nossas expectativas sobre o comportamento
das outras pessoas, mas também nos
ensina a avaliar os seus comportamentos.
tura precisa adquirir, além da fluência línguística, a fluência cultural,
cultural, que
inclui “a capacidade de entender ou
produzir comportamentos não verbais isolados ou unidos à linguagem
verbal que podem estar fortemente
ligados a fatores étnicos, socio-econômicos, geográficos, etc. dos povos
em contato”. A falta de fluência cultural pode ter como resultado uma
7
THE
PORTUGUESE NEWSLETTER
VOLUME
28
NUMBER
2 – FALL 2015
ETC...
below: Maria Luisa Ortiz no EMEP
The American Association of Teachers of Spanish and Portuguese
AOTP
8
A American Organization of Teachers
of Portuguese (AOTP) e a Fundação
Focus Brasil realizaram, pelo quarto
ano consecutivo, o Encontro Mundial sobre o Ensino de Português
(EMEP) nos dias 7 e 8 de agosto de
2015. O Encontro foi realizado este
ano na Georgetown University em
Washighton, DC.
Foram apresentadas pesquisas recentes e novas práticas pedagógicas
no ensino de português como língua
estrangeira, de herança e voltado
para as profissões. As duas palestrantes convidadas do IV EMEP foram:
Maria Luisa Ortíz Alvarez (Universidade de Brasília) e Margo Milleret
(Emérita, University of New Mexico). Os diretores da AOTP, Anete
Arslanian, Luis Gonçalves, Beatriz
Cariello, Adriana Giovanini, Ana
Paula Fabian Freire e Tatiana Cam-
above: AATSP Executive Director Emily Spinelli
pos, bem como o professor Michael
Ferreira, da Georgetown University,
aliados à equipe da Fundação Focus
Brasil organizaram o evento. Criado
em 2006, o Focus Brasil / Congresso Internacional de Cultura, Mídia e
Comunidade Brasileira é um evento
inteiramente dedicado a discussões
sobre os mais variados temas e aspectos da presença internacional
do Brasil e da comunidade brasileira no exterior. Mais informações:
<[email protected]> e <https://www.facebook.com/media/
set/?set=a.10153469180735330&ty
pe=1&l=1b32a6367e>.
UMASS DARTMOUTH
Lectures:
• “Phytofabulae: Tales of the
Amazon”, by Patrícia Vieira,
Georgetown University. February 19, 2015.
•
“Austerity Policies and politics:
The EU and the US Rumble”,
by Vasco Rato, Executive President of the Luso-American
Development Foundation
(FLAD). February 27, 2015.
•
“Pessoa, Portugal, and the Future”, by Onésimo T. Almeida,
Brown University. April
30, 2015.
•
“Nostalgia for the
AvantGardes”,
by Sílvia
Oliveira,
Rhode Island College. April 9,
2015.
MIDDLEBURY COLLEGE
Lira Neto, jornalista e historiador,
duas vezes ganhador do Prêmio Jabuti categoria biografia, e o autor da
trilogia sobre Getúlio Vargas (Getú(Getúlio: 1882-1930
1882-1930;; Getúlio: 1945-1954;
e Getúlio: 1930-1945
1930-1945),
), foi escritor-residente do programa de verão da
Escola de Português do Middlebury
College (MLS). Lira ensinou uma
aula de História do Brasil intitulada “A construção da democracia no
Brasil” durante duas semanas. Ele
também liderou a discussão do filme
“Getúlio, os últimos dias de um presidente” e ministrou a palestra “As
relações entre Brasil e Estados Unidos na Segunda Guerra Mundial”.
above: participants at AATSP
continued on pg. 9
VOLUME
28
NUMBER
2 – FALL 2015
THE
PORTUGUESE NEWSLETTER
Etc, continued from pg. 8
AATSP
q
participants at AATSP
The American Association of Teachers of Spanish and Portuguese
The 2015 annual conference of
the AATSP took place in Denver, CO from July 17-20, with
participants from the US, Brazil,
Portugal, and other countries.
The photos on pages 8 and 9
show some moments from the
conference.
Portuguese-related presenters
at the conference included: Paul
Chandler, Viviane Faria, Rachel
M. Hernández, Débora Ferreira, Crystal Vicente, Fernanda
Ferreira, Miriam Josie K. Futer,
Gláucia Silva, Megwen M. Loveless, Celeste D. Mann, Jamie
Marks, and Mary Risner.
9
THE
PORTUGUESE NEWSLETTER
VOLUME
28
NUMBER
2 – FALL 2015
The American Association of Teachers of Spanish and Portuguese
THE BOOKSTORE
10
UMASS LOWELL
BOOKS
The University of Massachusetts, Lowell received more than 300
books on Azorean literature, history and
culture. The gift from
the islands’ government
includes works by major authors and books
about the history and
heritage of the Azores,
as well as DVDs and
CDs of Azorean film
and music. The gift
was presented to UMass Lowell
Library Director George Hart and
Prof. Frank Sousa, Coordinator of
the Portuguese Program and Director of the Saab-Pedroso Center for
Portuguese Culture and Research by
Paulo Teves, Regional Government
of the Azores Director for Communities Abroad on August 28, 2015.
Uma Introdução à Análise Linguística da Narrativa Oral: Abordagens
e Modelos
Modelos,, de Mercia
Regina Santana Flannery, foi publicado
pela Pontes Editores
em 2015. O livro fala
sobre como os modos
de contar estórias são
tão diversos como são
as variações de agregados humanos.
Quatro estações no ensino de línguas
línguas,, de
José Carlos Paes de Almeida Filho,
foi publicado pela Pontes Editores
em 2013. O livro mostra as quatro
materialidades que compõem o modelo da Operação Global de Ensino
de Línguas (Modelo OGEL).
Modernidade, Valores, Identidade: o pensamento de Onésimo Teotónio Almeida
Almeida,,
por João Maurício Brás, foi publicado pela Gradiva em 2015. Os livros
Onésimo e Modernidade tratam de estudos sobre a obra de Onésimo Almeida.
Moçambique, o Brasil é aqui
aqui,, de Amanda Rossi, foi publicado pela Editora
Record em 2015. A jornalista relata
suas experiências durante sete meses
em Moçambique, entre 2010 e 2013.
O livro fala sobre as relações comerciais e diplomáticas entre Brasília e
Maputo e mostra as razões do profundo interesse do governo brasileiro em Moçambique.
Recado de uma garoa usada: flagrantes de
São Paulo,
Paulo, organizado por Celso de
Campos Jr., foi publicado pela Editora Garoa Livros em 2014. É um livro de contos e crônicas escritas por
Osvaldo Moles. Moles foi parceiro
do compositor e músico Adoniram
Barbosa nos anos 1940.
Despenteando Parágrafos: Polémicas suaves,, de Onésimo Almeida, foi publives
cado pela Quetzal em 2015.
Onésimo: Único e Multímodo
Multímodo,, de João
M. Brás, org., foi publicado pela
Opera Omnia em 2015.
Outro silêncio,
silêncio, de Alice S. Ruiz, foi
publicado pela Editora Boa Companhia em 2015. O livro de poesia
tem a natureza e as estações do ano
como foco, na construção do haikai,
poesia concisa da cultura japonesa.
continued on pg. 11
VOLUME
28
NUMBER
2 – FALL 2015
THE
PORTUGUESE NEWSLETTER
Bookstore, continued from pg. 10
Para um vídeo do processo de produção da graphic novel,
novel, veja <https://
vimeo.com/116981784>.
On Emerging from Hyper-Nation: Saramago’s “Historical” Trilogy
Trilogy,, by Ronald
W. Sousa, was published by Purdue
University Press aat
The book focuses on women as part
of a broader discussion of identity
and minority, one that implicitly calls
forth the questioning of men as well.
While literary texts in which women
appear can serve to underscore the
uniqueness of Azorean identity, they
can also work towards a greater recognition of the universal dimension
of the Azorean culture.
FILMS
the end of 2014. The book has an
overview of the twentieth-century
Portuguese social and economical
history and then includes a critical
analysis of three novels written by
Saramago.
A Emergência da Mulher:
Re-Visões Literárias sobre a
Açorianidade,,
Açorianidade
by Irene de
Amaral, was
published
in Lisboa by
Chiado Editora in 2014.
“Vento lá fora e a poesia de Fernando Pessoa”, diretor: Marcio
Debellian, 2014. No elenco, Maria
Bethania e Cleonice Berardinelli
interpretam Fernando pessoa (em
CD e DVD), com poemas de heterônimos de Pessoa, como Álvaro de
Campos, Alberto Caiero e Ricardo
Reis. A leitura foi apresentada ao
público uma única vez, na FLIP de
2013.
“Um sonho intenso”, diretor: José
Mariani de Sá Carvalho, 2015.
Trata-se de documentário que traz
como protagonista o processo histórico, social e econômico do Brasil
dos anos 30 anos até os dias de hoje,
visto pelo olhar crítico de economistas, sociólogos e historiadores.
continued on pg. 12
The American Association of Teachers of Spanish and Portuguese
Grande Sertão: Veredas,
Veredas, de João Guimarães Rosa, tem adaptação de
graphic novel por Eloar Guazzelli Filho. O livro foi publicado em 2014
pela Biblioteca Azul. A graphic novel
respeita a complexidade de Grande
Sertão: Veredas
Veredas. Com roteiro do diretor de cinema Eloarr
Guazzeli, a obra trans-põe surpreendentess
cenas de batalhas paraa
os quadrinhos, dando
o
um ritmo cinemato-gráfico. O ilustradorr
Rodrigo Rosa retrataa
e explora as paisagenss
do sertão e a naturezaa
se torna um elemento
o
narrativo, que compõee
o clima do romancee
gráfico.
Saint
Christopher,
Christopher,
by Eça de Queirós
and translated by
Gregory Rabassa
and Earl Fitz, with a
foreword by Carlos
Reis, was published
by Tagus Press at
UMass Dartmouth,
in partnership with
the University Press
of New England
(UPNE) in 2015.
11
THE
PORTUGUESE NEWSLETTER
VOLUME
28
NUMBER
2 – FALL 2015
THE BOOKSTORE (CONT.)
The American Association of Teachers of Spanish and Portuguese
LÍNGUA DA GENTE
12
Professor Orlando R. Kelm, University of Texas at Austin, hosts
the Língua da Gente audio podcast
series. The series is produced by
the Center for Open Education
Resources and Language Learning
(COERLL) and the Liberal Arts
Instructional Technology Services
(LAITS) of the University of Texas. Língua da Gente falls under
the umbrella of BrazilPod, where
one can find all of the UT-sponsored online materials related to
Portuguese.
“Olho nu”, diretor: Joel Pizzini, 2014.
Documentário baseado na vida de
Ney Matogrosso, mostra sua história nos palcos e na sua vida pessoal,
combinando seu senso crítico e político e sua qualidade estética através
de shows, videoclipes, entrevistas,
aparições em programas de televisão
e ainda gravações caseiras.
Currently there are over 65 lessons, generally between 8-12 minutes, including the presentation
of the dialog, a line-by-line English
translation, and in-depth analysis of pronunciation, vocabulary,
grammar, and cultural content.
Discussion blogs also accompany
each lesson, providing community interaction for comments and
questions.
Língua da Gente is a free resource designed to provide a modular approach to language learning. It can be
used as a stand-alone study tool or
incorporated into regular organized
courses. The materials are not bound
to any specific textbook, and can serve independent learners as well as
students who are enrolled in language courses. All lessons are completely
independent from one another, and
as such learners can study as many
continued on pg. 13
VOLUME
28
NUMBER
2 – FALL 2015
THE
PORTUGUESE NEWSLETTER
Bookstore, continued from pg. 12
Lessons are divided into three levels
of difficult: Beginning, Elementary,
and Intermediate, with an emphasis
on the lower levels of language learning.
•
•
iTunesU (Search under iTunes
U > The University of Texas at
Austin)
Facebook Brazilpod Group:
<https://www.facebook.com/
utbrazilpod>
q
AGENDA
AIM
The 6th Annual Meeting of the Association of Researchers of the Moving
Image will be held in Porto, at Portuguese Catholic University, from May
4-7, 2016. This edition of the AIM
Annual Meeting will be co-organized
by AIM and the Portuguese Catholic
University School of the Art’s Research Center for Science and Technology of the Arts (CITAR). AIM’s
Annual Meeting is an international
conference and all proposals will be
peer reviewed. Proceedings will be
published electronically after the meeting. Confirmed guest speakers of the
VI AIM Annual Meeting will be: Ian
W. Macdonald, from the University of
Leeds (United Kingdom); Denilson
Lopes, Escola de Comunicação – Universidade Federal do Rio de Janeiro
(Brazil); and Nicole Brenez, Université
Sorbonne Nouvelle (France).
The Call for Papers is open until November 30, 2015. More information:
<http://aim.org.pt/encontro>.
INDIANA U, BLOOMINGTON
Transatlantic Dialogues: Realism and
Modernity in Eça de Queirós and
Machado de Assis
October 23-24, 2015
“Transatlantic Dialogues” is an international symposium that aims to reexamine research on nineteenth-century
Portugal and Brazil from a transatlantic and interdisciplinary perspective
focusing on the two major intellectual
figures of the period, Machado de Assis (1839-1908) and Eça de Queirós
(1845-1900). The symposium will
bring together some of the most innovative scholars and recognized experts to present new perspectives and
insights on Machado’s and Eça’s work
and its relation to realism, modernity,
gender, race, visual culture, digital humanities, and postcolonial studies. Eça
and Machado are not only two of the
continued on pg. 14
The American Association of Teachers of Spanish and Portuguese
or as few as they desire. Generally
one new lesson will be released
each week, with of goal of eventually providing hundreds of lessons.
Lessons are available in the following formats and locations:
• Língua da Gente homepage:
<http://linguadagente.coerll.
utexas.edu>
• Brazilpod homepage: <http://
coerll.utexas.edu/brazilpod>
• OpenLanguage
homepage:
<http://openlanguage.com>
(note: this is premium App service that provides extra practice
and exercises)
• iTunes (Search for “língua da
gente” and subscribe to both
the dialogs and the lessons)
13
THE
PORTUGUESE NEWSLETTER
VOLUME
28
NUMBER
2 – FALL 2015
AGENDA (CONT.)
The American Association of Teachers of Spanish and Portuguese
greatest novelists ever to have written in Portuguese, but they also
engaged in dynamic debates that
reached far outside literary circles
and their geographic area.
14
Event organized by Estela Vieira
(IU), Luciana Namorato (IU) and
Katheryn Bishop-Sánchez (U of
Wisconsin-Madison) with the following guest speakers:
Carlos Reis (U of Coimbra); Pedro
Meira Monteiro (Princeton); Marta
de Senna (Fundação Casa de Rui
Barbosa); K. David Jackson (Yale);
Ana Luísa Vilela (U of Évora); Sidney Chalhoub (Harvard); Ana Teresa Peixinho (U of Coimbra); Hélio
de Seixas Guimarães (USP); Maria
do Rosário da Cunha Duarte (U of
Coimbra); Earl Fitz (Vanderbilt);
Eliane Robert Moraes (USP); Paul
Dixon (Purdue); Marília LibrandiRocha (Stanford); Pedro Schacht
Pereira (Ohio State); Dain Borges
(U of Chicago).
More information: <http://xix.indiana.edu>.
REVISTA SAUDADE
A Revista Saudade, dedicada à publicação online de trabalhos de estudantes, está aceitando ensaios,
poemas ou outro material original
produzido em cursos de língua portuguesa. O prazo para recebimento de artigos termina no dia 10 de
novembro de 2015. Os interessados
devem enviar o material para <[email protected]>.
Mais informações: <https://sites.
sas.upenn.edu/saudade>.
UMASS, DARTMOUTH
The 12th Annual Conference on
Portuguese Language Education
will take place on September 25,
2015. Opening remarks: Gláucia Silva, Chair UMasss, Dartmouth Department of Portuguese; Pedro Carneiro, Consul of Portugal in New
Bedford; João Caixinha, Instituto
Camões Deputy Coordinator for
the Portuguese Language Programs
and Education Affairs in the United
States. Speakers include Nuno Marques, Miriã Benício, Analia Tebaldi,
and Irene Amaral.
More information: <http://www.
portstudies.umassd.edu/activities/
events/events2015/150925.htm>.
more than 40 books have been published in the series with more forthcoming regularly.
To see the list of titles that have
appeared in the Series up till
now, visit <https://www.dukeupress.edu/Catalog/ProductList.
php?viewby=series&id=38> (for
Duke) and <http://www.uncpress.
unc.edu/browse/books?pag e_
type=series&page_type_id=47>
(for UNC).
UNC-DUKE CONSORTIUM
Latin America in Translation Series
Call for Proposals
The UNC-Duke Consortium is
pleased to announce the 2015 Call for
Proposals, with a submission deadline of October 16, 2015. Detailed
nomination instructions, as well as a
link to the new nomination form, can
be found at: <http://jhfc.duke.edu/
latinamericauncduke/2014/01/06/
latin-america-in-translation-call-forproposals/>
Established in October 1990, the
ongoing editorial series “Latin America in Translation/En Traducción/
Em Tradução” is a joint initiative
by the UNC and Duke Consortium
in Latin American and Caribbean
Studies, the Duke University Press
(DUP), and the University of North
Carolina Press (UNCP). Since 1993,
TELETANDEM JUNIOR
The UNESP-Assis (Universidade
Estadual Paulista, Assis) Applied
Linguistics team of the Projeto
Teletandem Brasil: Línguas estrangeiras para todos is seeking middle and
high school partner institutions and
teachers to conduct collaborative
online Portuguese-English tandem
sessions with students from Brazilian public middle and high schools.
Teletandem is a virtual, autonomous,
and collaborative context in which
speakers of two different languages
collaborate in order to learn each
other’s language by using text, audio, and webcam resources through
VOIP technology (Skype or Zoom).
The sessions are planned and supercontinued on pg. 15
VOLUME
28
NUMBER
2 – FALL 2015
THE
PORTUGUESE NEWSLETTER
Agenda, continued from pg. 14
vised by the teachers on each side.
For more information visit <www.
teletandembrasil.org>.
João A. Telles, the program director
at UNESP-Assis and his team will
conduct a sixty minute online videoconference through Zoom to discuss the possibilities and the terms
of collaboration on Friday, October
2nd at 2:00 pm (EST). Middle and
high school teachers of Portuguese
and Portuguese Heritage Language
Programs who may be interested
can register for the video-conference through e-mail at <[email protected]>.
q
AATSP - 98TH CONFERENCE
THEME: OPEN DOORS / PORTAS ABERTAS / PUERTAS ABIERTAS
July 8-11, 2016
Miami Marriott Biscayne Bay
Hotel
Miami, Florida
Proposal Deadline: Sunday, November 15, 2015
The AATSP Conference consists of a variety of session and
workshop types (Strands: graduate student/grad programs, heritage speakers, language for specific purposes, teaching culture).
The AATSP will inform present-
ers in January 2016 whether or not
their proposal has been accepted.
Presenters will be notified of the
date and time of their presentation
by March 2016.
The AATSP offers Conference Attendee Travel Stipend Scholarships
to AATSP members to attend the
AATSP Conference. Scholarship information for 2016 will be available
on the AATSP website late September 2015. More information: <www.
aatsp.org>.
Theme: “Open Doors / Portas Abertas / Puertas Abiertas”
MIAMI, FLORIDA
MIAMI MARRIOTT BISCAYNE BAY HOTEL
JULY 8-11, 2016
The American Association of Teachers of Spanish and Portuguese
98TH ANNUAL AATSP CONFERENCE
15
_________________________________________________
DEPARTMENT ____________________________________________
CAMPUS ADDRESS _________________________________________
E-MAIL ADDRESS __________________________________________
CHANGE MAILING ADDRESS (Y/N) _______
NAME CHANGE (Y/N) _______
PLEASE REMOVE MY NAME (Y/N) _______
NAME
If you have a campus
mailing address that
does not match the
address label below,
please write your new
address on the following
form or send an email
to Luci Moreira at
<[email protected]>.
RETURN TO:
If you would like
to have your name
removed, check the
appropriate choice.
the
P ORTUGUESE N EWSLETTER
Prof. Luci De Biaji Moreira
College of Charleston
Department of Hispanic Studies
66 George Street
Charleston, SC 29424
PROF. LUCI DE BIAJI MOREIRA
COLLEGE OF CHARLESTON
DEPARTMENT OF HISPANIC STUDIES
66 GEORGE STREET
CHARLESTON, SC 29424