Orientador: Linda Gentry El Dash / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-13T19:16:57Z (GMT). No. of bitstreams: 1 Oliveira_JulianaGoncalvesde_M.pdf: 788615 bytes, checksum: 2caaff9f7d506615a1c3c90ebe96211d (MD5) Previous issue date: 2009 / Resumo: O principal objetivo deste estudo é realizar um levantamento entre os professores de língua estrangeira/inglês de suas concepções sobre leitura e ensino de leitura. Foi usada a Metodologia 'Q' nos procedimentos aplicados entre os professores dos diferentes contextos, a saber; escola pública, escola particular, escola de idiomas e o ensino no 3º grau. Entre os procedimentos de pesquisa utilizados podemos citar: as entrevistas iniciais de onde foram selecionados os itens para formar a amostra 'Q'; a aplicação do procedimento denominado Distribuição Q entre os 52 participantes do estudo; a análise fatorial das respostas; e as entrevistas finais com os sujeitos mais típicos de cada ponto de vista revelado na análise fatorial. O resultado da análise fatorial, por meio da distribuição Q, revelou seis pontos de vista compartilhados entre os professores participantes, denominados a priori pontos de vistas A, B,C, D, E e F. Os sujeitos do ponto de vista A relacionam a leitura e a aula de leitura ao conhecimento da cultura de outro povo. Os professores que compõem o fator B vêem a leitura como algo dinâmico e prático, sem interrupções, tais como olhar no dicionário, para eles a inferência de vocabulário é muito importante. Os professores que compartilham do ponto de vista C compreendem a leitura como peça importante no aprendizado da língua, o diferencial deste grupo é a questão de tornar a aula propicia para esta atividade; o ambiente e a motivação que provocam nos alunos é o importante para eles quando a questão é ler. Os professores do ponto de vista D compreendem a leitura como uma atividade silenciosa, o oposto do que acreditam ser a leitura e a aula de leitura dos professores do ponto de vista E, que preferem ler em voz alta. Por fim, os professores pertencentes ao fator F querem que seus alunos a leiam por prazer, entretanto, diferentemente do ponto de vista C, eles querem que os alunos descubram esse prazer lendo sozinhos, sem depender muito do ambiente da aula e da motivação que o professor possa dar. Ler é algo individual e por isso a motivação, que vem de fatores externos, não é primordial para isso / Abstract: The main purpose of this study is to reveal the points of view of teachers of a foreign language about reading and the relationship with the development of this activity in the class. The procedures and techniques of Q-Methodology were used with the teachers from different contexts, are they the public school, the private school, the idioms school and the teachers of English for Specific Purposes. At first, individual interviews were made with the teachers to get the statements for the Q-sample. Then, 52 participants took part in the Qsorting step, which was followed by the factor analysis of the Q-sorts. Factor analysis showed six resulting factors, A, B, C, D,E, F each one representing a different viewpoint shared between the subjects loaded on each factor. The participants loaded on A consider the reading and the reading class linked to the culture of other people. The respondents who share the point of view represented on B give importance to the reading act as a dynamic act, without interruptions, as look in the dictionary, for them the vocabulary inferences are primordial. The teaches whose share the same point of view on factor C, comprehend reading as a fundamental tool in the learning process, the difference among this factor is that they want to created a perfect environment inside the classroom to contribute to the reading. The teachers on factor D share the idea of reading as a silent process; this view is the opposite that teachers from factor E believe, because they prefer reading aloud all the time. Finally, teachers on factor F would like to make the moment as pleasure moment, however, differently from the teachers on factor C, they want the students look forward this pleasure alone, without depending on the environment in the class / Mestrado / Lingua Estrangeira / Mestre em Linguística Aplicada

Como docente de Língua Estrangeira (LE), a pergunta que surge é: como ensinar? Existe realmente um método mais eficaz? Kumaravadivelu (2003 e 2008) apresenta teorias sobre o pós-método, em que enfatiza a importância de não centralizar o ensino baseando-se em métodos, mas de acordo com as necessidades dos alunos e o contexto que estão inseridos. Para isso, o autor apresenta parâmetros de ensino, macroestreatégias e microestratégias. Com base em suas teorias, esta pesquisa foi elaborada como forma de colocar em prática seus pressupostos, para o ensino de Língua Italiana como LE. Primeiramente, foi analisada a história da cidade em que os alunos vivem, Cascavel, no Paraná. A cidade foi colonizada por descendentes de imigrantes italianos vindos de Santa Catarina e Rio Grande do Sul e é possível perceber a influência desta imigração na cidade por meio das festas, alimentação e o estudo da Língua Italiana. A partir da análise desse contexto, percebeu-se a importância de considerar a história da cidade dentro da história de vida do aluno, ponderando suas memórias e a formação de sua identidade, visto que a identidade é construída na sociedade. Desta forma, foi explanada teorias sobre identidade e memória. Em seguida, foi feita análise de dois livros: Magari! e Nuovo Progetto 2. O objetivo foi encontrar atividades sobre memória, identidade e imigração; porém percebe-se que os tópicos são poucos trabalhados. Para finalizar a pesquisa, foram elaboradas atividades para o ensino de Língua Italiana como LE que abordem a imigração italiana para Cascavel, relacionando-as com memória e identidade, de acordo com os pressupostos do pós-método. O propósito é auxiliar docentes e pesquisadores mostrando-lhes um ponto de partida para trabalhar de forma a atender as necessidades dos alunos da região. / As a Foreign Language (FL) teacher, the question which arises is: how to teach? Is there a more effective method? Kumaravadivelu (2003 and 2008) presents theories about the Post method, and he emphasizes the importance of not centralizing the teaching based on methods, but according to the needs of the students and the context they are into. For this, the author presents parameters for teaching, macrostrategies and microstrategies. Based on his theories, this research was elaborated as a way to put into practice his assumptions, for the teaching of Italian as a FL. First of all, it was analyzed the story of the city which the students live, Cascavel, in Paraná. The city was colonized by descendants of Italian immigrants who came from Santa Catarina and Rio Grande do Sul and it is possible to notice the influence of this immigration in the city through feasts, food and the study of Italian Language. From the analyzes of this context, it was realized the importance of considering the story of the city inside the story of the students, pondering their memories and formation of the identities, insofar as the identity is built in society. Thus, it was explained theories about identity and memory. After that, it was made an analysis of the two books: Magari! and Nuovo Progetto 2. The objective was to find activities about memory, identity and immigration; nevertheless it is possible to notice the topics do not appear a lot. Finishing the research, it was elaborated activities to teach Italian Language as FL which talk about the Italian immigration to Cascavel, relating them with memory and identity, according with the assumptions of the Post Method. The purpose it is to help teachers and researchers showing them a starting point to work in a way to attend the needs of the students in the region.

La politique étrangère de la France peut être appréhendée à travers trois cercles d'appartenance privilégiés: le cercle européen, le cercle transatlantique et le cercle du "grand-large". Alors que le premier cercle correspond à la politique de voisinage et renvoie à l'Union européenne, que le deuxième cercle correspond au partenariat de sécurité et renvoie à l'OTAN, le cercle du grand-large ne peut être identifié aussi facilement par une aire géographique, une fonction ou un processus institutionnel. En partant de la fin de la guerre d'Algérie, cette thèse analyse les transformations de la politique étrangère du grand-large en articulation avec les deux autres cercles entre 1958 et 1991. A travers cet objet, ce travail a pour ambition de montrer que la politique étrangère de la France sous la Vème République ne se caractérise pas par une continuité "gaullo-mitterrandienne" mais au contraire par une inégale aptitude entre le général de Gaulle et François Mitterrand pour articuler l'ampleur du changement dans la politique des trois cercles (révision de la politique à l'intérieur d'un cercle d'appartenance/ permutation hiérarchique entre les cercles/ apparition ou disparition d'un cercle) avec les différentes formes du changement dans l'environnement extérieur (reconfiguration de la polarité à l'échelle internationale/ modification des relations entre les principaux pôles/ restructuration de la polarité au niveau régional). L'absence d'institutionnalisation de la politique du grand-large, les tentatives avortées pour modifier le contenu de ce cercle et les difficultés pour en faire un levier ont conduit à sa relégation par rapport à une dynamique euro-atlantique. / France’s foreign policy can be understood through three major concerns: the European circle, the transatlantic circle and the circle of le grand-large. While the first matter corresponds to the European Neighbourhood Policy, and the second matter is asecurity partnership and refers to the NATO, the circle of le grand-large cannot be easily identified by neither a geographical area, a function, nor an institutional process. Starting from the end of the Algerian War, this thesis analyses the transformation of the foreign policy of le grand-large in coordination with the other two incidents between 1958 and 1991. This study aims to illustrate that France’s foreign policy under the Fifth Republic is not characterised by "gaullo-mitterrandienne" continuity, but rather by unequal ability between General de Gaulle and François Mitterrand to articulate the magnitude of change in politics of the three circles (alteration of the policy within a circle of belonging / hierarchical switching between the circles / appearance or disappearance of a circle) with different forms of change in the external environment (reconfiguration of the international polarity / modification of the relations between the main poles / restructuration of the polarity at regional level). The lack of institutionalization of le grand-large policy, abortive attempts to modify the content of this circle and difficulties for this policy to become a lever, led to his relegation compared to a Euro-Atlantic dynamic.

The inflow of the foreign direct investments (FDI) is often associated with existence of externalities which are created by influence of multinational companies with higher technology level on domestic companies. It is hard to prove some effect of the technology spillovers and other externalities by empirical calculations. Moreover, various results of these actual papers support real discussions among economists about this topic. The goal of my thesis is shed light on this problem by using the sector analysis of the automobile industry which is significant recipient of the government incentives in the Czech republic. I chose the example of the TPCA company. I focused on impacts of the entrance of this automobile maker not only on its suppliers, but also on wage changes in this sector. The conclusions of this analysis should not be considered generally acceptable for all industries. However, the magnitude of the importance of the automobile industry for Czech economy determinates a relevancy of my findings for the total look on the externalities of FDI in the Czech republic.

Without knowing it, a professor of mine, Dr. Emma Lou Thornbrough, stimulated my interest in President Truman when she stated in a freshman history course that Harry S. Truman would go down in history as one of the greatest American Presidents if not the greatest because of his ingenuity in foreign policy. The exact purporse of this paper is to examine these programs.

TITLE: Teaching English to Pupils With Dysorthography AUTHOR: Bc. Monika Reslerová DEPARTMENT: Department of English Language and Literature SUPERVISOR: Mgr. Klára Uličná, Ph.D. ABSTRACT: The thesis relates the issue of dysorthography in connection to EFL instruction with a special attention paid to lower secondary schools. The theoretical part of the text contains basic information on special educational needs, followed by a chapter on Specific Learning Difficulties, their causes and symptoms. The concept of dysorthography is explained and its possible consequences on acquisition of English spelling and grammar described, followed by a list of recommended approaches, methods, techniques and aids which can be useful for teaching English to dysorthographic pupils. The practical part of the text gives an account of a multiple-case study which was carried out among experienced English teachers at schools that pay special attention to children with SEN. The research is focused on the teachers' experience and know-how and compares the obtained data to the recommendations given in the theoretical part. KEYWORDS Specific Learning Difficulties, Dyslexia, Dysorthography, Teaching English as a Foreign Language, grammar, spelling

Made available in DSpace on 2016-04-26T20:48:41Z (GMT). No. of bitstreams: 1 Fernando Gdikian.pdf: 1585526 bytes, checksum: 4b937d6d1d508a3a63c84234542e5606 (MD5) Previous issue date: 2014-06-09 / This work aims to analyze the evolution of the external vulnerability of the Brazilian economy in the range 2001 to 2011, specifically from the perspective of monetary-financial sphere. The hypothesis is that external vulnerability tends to intensify in the long run when the current account deficits are financed with foreign capital and could become a barrier to economic development. Was observed with the data analysis of the balance of payments and international investment position of an improvement in the situation above external vulnerability by accumulating reserves. However, with the acceleration of economic growth in the mid-2000s, the structural external vulnerability manifested by deteriorating current account and the increase in net foreign liabilities / Este trabalho tem como objetivo analisar a evolução da vulnerabilidade externa da economia brasileira no intervalo de 2001 até 2011, especificamente sob a ótica da esfera monetário-financeira. A hipótese é que a vulnerabilidade externa tende a intensificar-se no longo prazo quando os déficits em transações correntes são financiados com capital estrangeiro, podendo vir a transformar-se numa barreira ao desenvolvimento econômico. Observou-se com a análise dos dados do balanço de pagamentos e da posição internacional de investimentos que houve melhora na vulnerabilidade externa conjuntural sobretudo pelo acúmulo de reservas. Entretanto, com a aceleração do crescimento econômico em meados dos anos 2000, a vulnerabilidade externa estrutural manifestou-se através da deterioração das transações correntes e do aumento do passivo externo líquido

Submitted by Elba Lopes (elba.lopes@fecap.br) on 2016-03-30T20:23:26Z No. of bitstreams: 2 Joao_Valente_Filho.pdf: 7421165 bytes, checksum: aad91aa0415ce64e49f43f719fb06e8b (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-03-30T20:23:26Z (GMT). No. of bitstreams: 2 Joao_Valente_Filho.pdf: 7421165 bytes, checksum: aad91aa0415ce64e49f43f719fb06e8b (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-12-16 / Since the beginning of trading in stock exchanges there are studies concerning its behaviour, evolution and economic-financial models for many purposes. Theories like Markowitz and Sharpe have become classicals, and are still used nowadays for historical data studies. In this context, the aim of this research was to analyse the correlations between the Market indexes of different countries, from 1999 to 2014. Moreover, to verify whether there was correlation or not between the stock exchange indexes, foreign currency variation, geographical distance and the fluctuation of stock exchange indexes. The methodology was the survey of weekly historical data from closing prices and geographical distance. Data was obtained through three-yearly cuts for analysing its evolution and the conclusion of the proposed aim. It could be concluded that in all periods, there was a relevant majority of significances in correlations of stock Exchange returns at 1%. The same significance could not be observed for the foreign currency return correlations at 1%. It could also be concluded that there is statistic significance at 1% between the independent variable foreign Exchange correlation, and the dependent variable stock Exchange indexes correlation. Moreover, in most periods, the same statistic significance can be seen for the independent variable geographical distance, together with the dependent variable stock Exchange indexes correlation. / Desde o in??cio das negocia????es em bolsa de valores, h?? estudos sobre seu comportamento, sua evolu????o e modelos econ??mico-financeiros para os mais diversos fins. Cria????es de teorias como as de Markowitz e Sharpe se tornaram escolas cl??ssicas, utilizadas at?? os dias atuais para estudos de dados hist??ricos. Nesse sentido, o objetivo deste estudo foi analisar as correla????es entre ??ndices acion??rios de pa??ses diferentes entre 1999 e 2014 e verificar se h?? rela????o entre as correla????es entre ??ndices de bolsas de valores, varia????es cambiais, dist??ncia geogr??fica e as volatilidades dos ??ndices das bolsas. A metodologia aplicada foi o levantamento dos dados hist??ricos semanais de fechamento da bolsa, c??mbio e dist??ncia geogr??fica. Os dados foram obtidos com cortes trienais para an??lise de sua evolu????o e conclus??o do objetivo proposto. Pode-se concluir que, em todos os per??odos analisados, houve uma maioria relevante de signific??ncias nas correla????es dos retornos da bolsa de valores em n??vel de signific??ncia a 1%. A mesma signific??ncia n??o p??de ser observada para as correla????es dos retornos do c??mbio em n??vel de signific??ncia a 1%. Pode-se concluir, tamb??m, que h?? signific??ncia estat??stica ao n??vel de 1% relevante entre a vari??vel independente correla????o do c??mbio e a vari??vel dependente correla????o dos ??ndices acion??rios. Ainda, ?? vista, na maioria dos per??odos analisados, a mesma signific??ncia estat??stica para a vari??vel independente dist??ncia geogr??fica com a vari??vel dependente correla????o de ??ndices acion??rios

Esta pesquisa tem como objetivo investigar de que maneira a internet pode contribuir para o ensino de italiano como língua estrangeira, por meio da análise da produção escrita dos alunos de um curso com enfoque cultural, da sua participação no blog do curso e dos questionários respondidos. O estudo fundamenta-se em três bases teóricas: a hipótese da interação de Long (1981), na linguística aplicada à aquisição de línguas, os estudos sobre as Tecnologias de Informação e Comunicação (TICs) aplicadas ao ensino de línguas, e os estudos sobre Letramentos Digitais. A pesquisa é longitudinal, baseada em uma abordagem qualitativa, e o método utilizado é o estudo de caso. Os dados foram obtidos a partir um curso de cultura italiana, elaborado e ministrado por nós em 2013, junto aos cursos extracurriculares de língua e cultura italianas do Italiano no Campus, oferecidos pela Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo. A proposta do curso era realizar uma viagem virtual pela Itália, sua língua e sua cultura, utilizando a internet durante as aulas e fora delas. Além disso, criamos um blog coletivo que contou com a participação dos alunos do curso. Todos os participantes eram imigrantes digitais, segundo o termo proposto por Prensky (2001), que possuíam variados níveis linguísticos e de letramentos digitais. Os dados da pesquisa são formados pelos questionários respondidos pelos participantes do curso, pelos rascunhos e versões originais dos textos, pelos posts e comentários publicados pelos alunos no blog, por alguns e-mails escritos pelos alunos e por algumas mudanças nos próprios alunos que constatamos durante a pesquisa. Em relação à produção textual dos participantes, a análise feita apontou as seguintes contribuições da utilização da internet e do blog: aumento de vocabulário devido ao input oferecido, maior agilidade na escrita e maior facilidade em se expressar em italiano. A análise sinalizou que o nível de letramentos digitais do aluno possibilita uma maior ou menor participação no blog, mas não é um fator determinante. É preciso levar em conta a preferência pelas habilidades orais ou escritas, a importância atribuída à escrita na aprendizagem, as expectativas em relação ao curso, a idade, e o perfil independente ou autônomo do aluno em relação à aprendizagem. Os resultados apontaram mudanças na autonomia dos alunos, sugerindo um caso particular de autonomia: o aprender a aprender com a internet. Outro resultado observado foi uma maior utilização da internet e dos recursos tecnológicos nos estudos de italiano por parte dos alunos. / This research aims to investigate how the Internet can contribute to the teaching of Italian as a foreign language, through the analysis of the digital writing of students from a course with a focus on culture, of their participation in the blog of this course, as well as from questionnaires answered by them. The study is based on three theoretical frameworks: Longs Interaction Hypothesis (1981), in Applied Linguistics and Language Acquisition, studies on Information and Communication Technologies (ICT) in Language Teaching, and studies on Digital Literacies. The research is longitudinal, based on a qualitative approach, and the method used is the case study. Data were obtained from a course in Italian culture, developed and taught by us in 2013, along with the extracurricular courses of Italian language and culture of the Italian on Campus, offered by the Faculty of Philosophy, Languages and Literature, and Human Sciences (FFLCH) of the University of São Paulo. The purpose of the course was to conduct a virtual journey through Italy, its language and culture, using the Internet during the lessons and outside them. In addition, we have created a collective blog that featured the participation of the students of the course. The participants were all digital immigrants, according to the term proposed by Prensky (2001), who presented different levels of linguistic and digital literacies. The survey data are formed by questionnaires answered by the participants of the course, by drafts and original versions of the texts produced by them, by their posts and comments published on the blog, by a few e-mails written by them, and by our evaluation of changes in the students concerning the use of Internet and some other aspects observed during the course. Regarding the textual production of the participants, the analysis pointed out the following contributions from the use of the Internet and the blog: increase of vocabulary due to the input offered, greater agility in writing, and more ease in expressing themselves in Italian. The analysis indicated that the level of digital literacies of students enables them to a greater or lesser participation in the blog, but it is not a determining factor. It is necessary also to take into account the preference for oral or written skills, the importance ascribed to the writing on learning, some expectations about the course, the age, and an independent or autonomous attitude of students towards learning. The results demonstrated changes in the autonomy of students, suggesting a particular case of autonomy: learning to learn from the Internet. Another result observed was the greater use of Internet and technological resources in Italian studies by the students.

Submitted by Jaqueline Silva (jtas29@gmail.com) on 2016-12-16T15:40:28Z No. of bitstreams: 2 Dissertação - Danilo Neves Pereira - 2016.pdf: 3163527 bytes, checksum: 1238272ba5702ca1a838151c1be18eb8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-12-16T15:53:00Z (GMT) No. of bitstreams: 2 Dissertação - Danilo Neves Pereira - 2016.pdf: 3163527 bytes, checksum: 1238272ba5702ca1a838151c1be18eb8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-12-16T15:53:00Z (GMT). No. of bitstreams: 2 Dissertação - Danilo Neves Pereira - 2016.pdf: 3163527 bytes, checksum: 1238272ba5702ca1a838151c1be18eb8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-06-24 / This paper is a qualitative research, more precisely, an etnographic case study which took place in Centro de Línguas (CL) at Universidade Federal de Goiás (UFG) in an intermediate English class (English 8) in the second semestre of the year 2015. The aim of this research is to understand the learning of languages and cultures through the reading of literary texts in an English as a Second Language class (ESL) at Centro de Línguas. For that, the students were taught short stories by several English speaking authors through an intergrated approach to the teaching of Literature (SAVVIDOU, 2004) following an intercultural approach. The selected texts were the short stories “A Good Man is Hard to Find”, “The Story of an Hour”, “The Yellow Wallpaper” by American female authors Flannery O’Connor, Kate Chopin and Charlotte Perkins Gillman, respectively, and the Nigerian short stories “Dead Man’s Path” by Chinua Achebe and “A Private Experience” by Chimamanda Adichie”. For the data analysis, some theoretical concepts by Iser’s (1978) Reading Response Theory were used, as well as Agar’s (1995) concept of languaculture and Spradley’s (1980) theory of cultural domains. The students had to answer questionnaires, to participate in nonstructured group interviews and to be recorded during the whole last semester of the year 2014. In terms of the results of this research, this paper showed the necessity of a critical intercultural teaching, where the students can develop a critical view of their own culture as well as the culture of the Other (KRAMSCH, 1998). Furthermore, the result of this study also suggested the possibility of teaching canonic and non-canonic literary texts in a Foreign language classroom to discuss the languages/cultures of the many peoples that express themselves through the means of the different varieties of the English language. / Este trabalho se trata de uma pesquisa qualitativa, mais precisamente, um estudo de caso de caráter etnográfico realizado no Centro de Línguas (CL) da Universidade Federal de Goiás (UFG) em uma turma de Inglês intermediário (Inglês 8) no segundo semestre de 2015. A pesquisa tem como objetivo entender o processo de aprendizagem das línguas e culturas alvo através da leitura de textos literários em uma turma de Inglês como Segunda Língua (ESL) no Centro de Línguas. Para tal, foram trabalhados contos de diversos autores de língua inglesa através da abordagem integrada de ensino de Literatura (SAVVIDOU, 2004) seguindo um viés intercultural. Os textos escolhidos foram os contos “A Good Man is Hard to Find”, “The Story of an Hour”, “The Yellow Wallpaper” das escritoras americanas Flannery O’Connor, Kate Chopin e Charlotte Perkins Gillman, respectivamente, e os contos nigerianos “Dead Man’s Path” de Chinua Achebe e “A Private Experience” da Chimamanda Adichie. Para a análise dos dados foram utilizados os preceitos teóricos da estética de recepção de Iser (1978), o conceito de linguacultura de Agar (1995) e de domínios culturais de Spradley (1980). Os alunos tiveram que responder questionários, participar de uma entrevista em grupo não estruturada e ser gravados durante o segundo semestre de 2014. Em relação aos resultados desta pesquisa, este trabalho mostrou a necessidade de um ensino intercultural crítico, em que os alunos possam desenvolver um olhar crítico sobre a sua própria cultura e a cultura do Outro (KRAMSCH, 1998). Além disso, o resultado deste estudo também apontou para a possibilidade de se trabalhar textos literários canônicos e não canônicos na sala de aula de Língua Estrangeira para discutir as línguas/culturas dos povos que se expressam por meio de diferentes variedades da língua inglesa.