Text production exercises
Issues in Research Methodology II
Professor Sabine Mendes Moura
[email protected]
Dialogues...
• VAN LIER, L. Some features of a Theory of Practice. In: TESOL
Journal 4, vol 1, 6-10. 1994.
• “One often hears ESL teachers in schools and in adult education
complain that their status within their institution and school district
is lower than that of other teachers and that the resources for
carrying out their work are correspondingly meager. In addition,
many ESL teachers have to cobble together a living from a few
hours of part-time teaching here and there, traveling from school to
school, without their own classroom, and (in the United States at
least) often without health insurance. What possible justification
could there be, one might ask, for recommending that this
embattled group of teachers engage in research? Isn´t it merely one
more indication that academia is completely out of touch with
reality?” (p. 6)
Dialogues...
• VAN LIER, L. Some features of a Theory of Practice. In: TESOL Journal 4, vol
1, 6-10. 1994.
• “Theorists as well as practitioners have a strong tendency to believe that
research is part of theory and that theorizing is an essentially separate
activity from practicing. Researchers build theories and need not be
involved in practical affairs. Practitioners, on the other hand, need not
theorize, though perhaps they should search existing theories for findings
(i.e. things ‘found’ by theoretical researchers) relevant to their work. This
separation must be broken down and a new dynamic interrelationship
between theory, practice and research established. Practice must be seen
as an opportunity to do research, and as a source of theory. A practitioner
must be a theorist, and a theorist must also be a practitioner. In a theory
of practice it is therefore nonsense to speak of ‘pure’ or ‘applied’ research
because the concept of theoretical purity is meaningless. We might as well
say that a pure mother is one who never touches her child” (p. 7)
Dialogues...
• KUMARAVADIVELU, B. Critical Classroom Discourse
Analysis. TESOL Quartely, vol. 33, n. 3, 1999.
• “Discourse thus designates the entire conceptual
territory on which knowledge is produced and
reproduced. It includes not only what is actually
thought and articulated but also determines what can
be said or heard and what silenced, what is acceptable
and what tabooed. Discourse in this sense is a whole
field or domain in which language is used in particular
ways. This field or domain is produced in and through
social practices, institutions, and actions” (p. 460)
Dialogues...
• FABRÍCIO, BF, BASTOS, LC. Narrativas e identidade de grupo: a memória
como garantia de “nós” perante o “outro”. Capítulo 1. In: PEREIRA, MGD,
BASTOS, CRP, PEREIRA, T.C. Discursos socio-culturais em interação.
Interfaces entre a narrativa, a conversação e a argumentação: navegando
nos contextos da escola, saúde, empresa, mídia, política e migração. Rio
de Janeiro: Garamond, 2009.
• “práticas discursivas, práticas identitárias e mundo social se encontram
entrelaçados, em permanente relação de implicação mútua, já que se
constituem e são constituídos uns pelos outros. Esse processo de
retroalimentação e diálogo resulta na impossibilidade de geração de
conhecimento acerca da organização da vida social desligada de seus
atores e de sua produção discursiva. Resulta, ainda, na consideração dos
saberes por nós constituídos como sistemas abertos e em constante
movimento, embora, na percepção do senso comum, eles pareçam
estáveis. A idéia de fixidez e permanência, entretanto, seria advinda de
práticas discursivo-identitárias habitualizadas que tendemos a seguir
ritualisticamente em nosso cotidiano” (p. 40)
Justifying (CAGLIARI, 2003, p.5)
Justifying (ENGESTRÖM, 2000, p.960)
Justifying (ST. PIERRE, 1997, p. 180)
Analyzing (Duranti, 2012, p. 13)
Analyzing (Erickson, 2004, p. 4)
Analyzing (BUCHOLTZ; HALL, 2005, p.595)
Analyzing (FAIRCLOUGH, 2001)
Analyzing (RESENDE; RAMALHO, 2009)
Analyzing (GOUVEIA, 2009)
SAMPLE DATA (MOURA, 2013)
SAMPLE DATA (MOURA, 2013)