Literacy

Theoretical, methodological and empirical bases

Authors

DOI:

https://doi.org/10.15448/1984-4301.2020.4.39562

Keywords:

Literacy, Multiliteracy, Teaching, Reading, Writing

Abstract

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Author Biographies

Lilian Hübner, Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS), Porto Alegre, RS, Brasil. Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), Porto Alegre, RS, Brasil.

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Rosângela Gabriel, Universidade de Santa Cruz do Sul (Unisc), Santa Cruz do Sul, RS. Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), Brasil.

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José Ferrari Neto, Universidade Federal da Paraíba (UFPB), João Pessoa, PB, Brasil.

Doutor em Letras pela Pontifícia Universidade Católica do Rio de Janeiro (PUC/RJ, Rio de Janeiro, RJ, Brasil), professor Associado II de Linguística e Língua Portuguesa na Universidade Federal da Paraíba (UFPB, João Pessoa, PB, Brasil), atuando no Programa de Pós-Graduação em Linguística (Proling) e desenvolvendo pesquisas no LAPROL (Laboratório de Processamento Linguístico).

Brendan Stuart Weekes, University of Hong Kong (HKU), Pok Fu Lam, Hong Kong. State Key Laboratory of Brain and Cognitive Sciences,Hong Kong.

Professor Weekes is Foundation Chair in Communication Science at the University of Hong Kong (HKU) and Director of the Laboratory for Communication Science also at HKU and Principal Investigator of the State Key Laboratory for Brain and Cognitive Science funded by the Ministry of Science and Technology (MOST) of the Peoples Republic of China. He has also served on expert panels for the Australian Research Council, British Academy, BBSRC, the Economic and Social Research Council, MultiLing at the University of Oslo, Research Grants Council Hong Kong, Royal Society, UK Medical Research Council and the National Science Foundation, USA. He is a Professorial Fellow at the University of Melbourne and currently a Visitor in Experimental Psychology at the University of Cambridge and was Ambassador for UNESCO (2019).

Pamella Soares Rosa, Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS), Porto Alegre, RS, Brasil.

Doutoranda em Letras pela Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS, Porto Alegre, RS, Brasil). Bolsista Capes. Mestre em Letras e Licenciada em Letras/Língua Portuguesa pela PUCRS. 

References

MORAIS, José. O que faz a diferença entre a linguagem rica e a linguagem pobre? Signo, Santa Cruz do Sul, v. 44, n. 81, p. 02-21, set. 2019. ISSN 1982-2014. Disponível em: https://online.unisc.br/seer/index.php/signo/article/view/14574. Acesso em: 12 out. 2020. https://doi.org/10.17058/signo.v44i81.14574

ONU. Organização das Nações Unidas. Policy Brief: Education during COVID-19 and beyond, ago. 2020. Disponível em https://news.un.org/pt/story/2020/08/1722052. Acesso em: 10 out. 2020.

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Published

2020-11-19

How to Cite

Hübner, L., Gabriel, R., Ferrari Neto, J., Weekes, B. S., & Rosa, P. S. (2020). Literacy: Theoretical, methodological and empirical bases. Letrônica, 13(4), e39562. https://doi.org/10.15448/1984-4301.2020.4.39562

Issue

Vol. 13 No. 4 (2020): Literacia em um Contexto Multiletrado: bases teóricas, metodológicas e empíricas

Section

Editorial

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