O QUE VOCÊ
PRECISA?
Research Lines
Line 01 – Language, Technology, and Teaching
This research line aims to stimulate projects and bring together studies on multiliteracies and language teaching, addressing continuities and transformations in interacting, reading/writing, researching, and teaching in an increasingly networked society. It investigates the comprehension and production of text in different contexts of use and time, modalities, interfaces, and media, focusing on printed and digital genres. The studies developed within this line consider cultural, linguistic, and discursive multiplicity, literacy/technology relations, and educational spheres, including teaching work, pedagogical proposals, and instructional resources.
Line 02 – Multilanguage, Cognition, and Interaction
This research line aims to investigate the relationships between language and cognition from three complementary perspectives in multilingual environments. From the perspective of language as an intersubjective phenomenon, it explores processes of language learning and development (first language, additional languages, and other forms of language) and translation (interlinguistic, intralinguistic, and intersemiotic). From the perspective of language as knowledge generated in interaction, it examines processes of meaning production and interpretation and their effects on different language users in specific usage situations. From the perspective of language as a system (re)created in interaction, it investigates variation and change in usage rules, considering comparisons between natural and precisely delimited languages.
Line 03 – Critical Language Studies
This research line aims to generate knowledge about the ideological operations of discourse and the power relations implied therein. Therefore, it focuses on studying interactional phenomena related to the (re)production/maintenance/problematization/ reignification of naturalized meanings. It also focuses on identity negotiation processes, highlighting intersubjective processes of 1) social positioning, 2) assigning values to the identity-difference relationship, and 3) hierarchizing and constructing asymmetries.