INICIAÇÃO À LINGUÍSTICA | Colóquio Linguística e Ensino - Aquiles Tescari Neto e Amanda Balduino

[00:00:00]Hello goodnight. I'm Isadora Patelo, marketing coordinator at Contexto publishing house. Welcome to the first meeting of the Linguistics and Teaching colloquium. Have you ever considered a collection that introduces, in a clear and accessible way, content from the most varied areas of linguistics taught at university? This collection, in addition to presenting the fundamentals of the main areas of linguistic studies, also establishes bridges between this knowledge and the skills foreseen by the BNCC (Brazilian National Curriculum Base), preparing students of literature and teachers with continuing education to teach specific Portuguese language topics included in the base. What if I told you that this collection already exists? It's called Linguistics and Teaching and is coordinated by Professor Aquiles Tescari Neto, published by Editora Contexto. Each book in the collection presents, in a didactic and accessible way, the theoretical and methodological foundations of the main linguistic theories. All volumes include practice and analysis chapters aligned with the skills outlined in the Brazilian National Curriculum Base. The BNCC (National Common Core Curriculum) is an indispensable bibliography in teacher training, and it is precisely this collection that the linguistics and teaching colloquium addresses. In our first meeting we will talk about the book Introduction to Linguistics. And tonight I'm here with the authors of the book, professors Aquiles Tescari Neto and Amanda Balduino, who will be discussing the main issues addressed in the work. And Professor Aquiles, in addition to being the author of Introduction to Linguistics, will be our presenter for the colloquium. He is a tenured professor in the Department of Linguistics at the State University of Campinas.

[00:01:54]He received his doctorate in Language Science from the Cafoscari University of Venice. in Italy. He was the coordinator of the undergraduate course in Letters at Unicamp and editor of the journal Cadernos de Estudos Linguísticos. He is the author of several books in the areas of syntax and teacher training. His research interests are generative grammar, cartographic syntax, and grammar teaching. In fact, some of you are watching us on the YouTube channel of the syntactic cartography laboratory, also run by Professor Aquiles, the study group of Professor Aquiles, and he is also the coordinator of the Linguistics and Teaching collection. Before we begin, a few quick announcements: we will issue a certificate of participation in the live event upon completion of an attendance form.

[00:02:44]The form is only valid until the end of the live stream, and the link to fill it out will be in the comments.

[00:02:51]After completion, the certificate will be sent to the email address provided within 15 days. Those watching live have a 25% discount coupon to purchase the book that's the theme of our meeting, " Introduction to Linguistics". Simply add the code inicia cal 25, which is iniciação without the Sidilha and without the tio, at the end of your purchase to guarantee the discount. The coupon is valid until 11:59 PM today, June 18, 2026. And we'll leave the coupon in the comments. As mentioned, Introduction to Linguistics is part of the Linguistics and Teaching collection.

[00:03:31]You can purchase the first three books in the collection with a 25% discount on the Editora Contexto website, via the link we'll leave in the comments. And to receive information about upcoming live streams and the latest news from our calo, subscribe to our newsletter. The link is also in the comments. And I'd also like to take this opportunity to let you know that the next edition of the Linguistics in Education Colloquium will be on August 20th, at 7 PM. Professor Aquiles will be speaking with Professor Paula Armelim, author of Morphology, Theory and Practice. Throughout this live stream, if you have any questions or comments, feel free to leave them in the comments section. We will do our best to respond to it, taking into account the time available. And now I'll hand the floor over to our presenter, Professor Aquiles. Good evening, professor.

[00:04:17]Good evening, Isadora. Good evening, Amanda.

[00:04:21]Good night, fellow internet users.

[00:04:24]Thank you very much, Isadora. Thank you for your support and also for this introduction to our live stream.

[00:04:31]Thank you very much, Isadora. Well, good evening then, dear internet users, good evening, Professor Amanda. It's a great pleasure to kick off this series of live streams for the Linguistics in Education collection, whose first volumes, as Isadora already mentioned, are available for sale on the Contexto publishing house website and also in the best bookstores and distributors, isn't it? Today we have our first live stream in a series dedicated to each of the books in our collection. And throughout this year, and hopefully for the years to come, I will have the pleasure of welcoming here the authors who are part of our beloved Linguistics in Education collection. Today I have the honor of welcoming my colleague and professor Amanda Macedo Balduino, right? From the Linguistics Department at Unicamp, which co-authored this book with me, Introduction to Linguistics, Theory and Practice, the first book in our collection. Amanda and I are going to have a little chat about this book that we had the pleasure of writing together.

[00:05:55]Professor Amanda is a lecturer in the Linguistics Department at Unicamp, working alongside me in the area of ​​linguistic theories and Portuguese language teaching. She holds a PhD in Literature from the University of São Paulo, where she also earned her master's degree, and during her master's studies she completed a research internship at the Vri University of Amsterdam. Professor Amanda graduated with a degree in Letters (teaching and bachelor's) and a bachelor's degree in Linguistics, also from USP (University of São Paulo), with an exchange period at the University of Évora. At Unicamp, Professor Amanda currently coordinates the Faísca Científica extension project and the Lingotato research group, a Laboratory of Contact Linguistics and Teaching. Professor Amanda, good evening. It is a great pleasure to have her here with us, opening this series of linguistic live streams.

[00:07:04]Good evening, Professor Killes.

[00:07:06]Thank you for the kind introduction. Good evening to everyone watching. I'm so happy to be here today having this chat about such a great book.

[00:07:17]And you, dear internet user, you, internet user, are also a protagonist of our live streams. As Isadora mentioned at the beginning, you can interact via chat, send questions and comments. And as she also said, for the students who are participating in the live stream and need the certificate of hours, don't forget to fill out the form they left in the chat. And of course, don't forget to subscribe to the channels of Editora Contexto and Lacasa, which are the two platforms promoting these live streams.

[00:07:55]So let's get down to business, Professor Amanda, shall we? So let's get to our questions, let's have our chat. I'm going to talk to Professor Amanda now. You, dear internet user, never stop interacting in the chat.

[00:08:11]Tell us, Professor Amanda, in very general terms, how the writing process of this book went, from the very beginning, then in the linguistics teaching collection, until the recent moment of receiving the material, when it arrived by mail for you.

[00:08:32]Hey Aquilis, the first thing I can't fail to mention is that writing this book together with you was a very enriching learning process and a very enjoyable one.

[00:08:43]Well, it was incredible, and I see this book almost as a life connection, you know, it brought me motherhood, it brought me teaching, and it brought me research. It's no coincidence that the first word in our introduction to the book is Raul. Raul is my son's name.

[00:09:05]This book began to be written shortly after Raul was born. So he was there, he was present throughout this process the whole time. Sometimes I would write with him on my lap because he loved being held, and then I would write on my phone, later working on the text. And furthermore, continuing, if we take the first sentence, look, Raul, a student in the literature degree program, was late for his linguistics class at the university. Here I see two more connections, related to literature and linguistics, which are all connected to my world, both in terms of education and professional practice. And right here in the first sentence of the book, we can already see that we have a little story unfolding, which is the story of Raul, who is a literature student, a future teacher.

[00:09:55]And our idea in writing this book is precisely that: to engage in dialogue with this student, with this future teacher, with this teacher already in practice.

[00:10:05]So, throughout this process, we always kept our interlocutor in mind. So I think that's why it was also such an enjoyable writing process, you know. And while we're here, Lice, I'm going to ask you a question too. How do you view the book within the Linguistics in Education collection?

[00:10:26]That's a great question, isn't it?

[00:10:29]First of all, the book, within the conception of the Linguistics Teaching project, addressed fundamental themes, right? When I went to talk to the context, right? I was invited to coordinate a collection, I created a project, and I thought about designing the collection based on three main themes, right? One of the central themes is fundamental, dealing with what is essential for introducing our students to the world of linguistics, and the book fits right into that area. Then we thought about books that introduce the reader to the levels of linguistic analysis, and we're going to have books on morphology, right?

[00:11:27]Isadora even mentioned that the next live stream will be about morphology with Professor Paula Armelim. The book is already on sale on the Contexto website, it's a wonderful book, isn't it? Like all the others, and books that deal with the interface of linguistics with other fields, right? Our book, then, falls into this first category, which aims to offer our reader the basics of linguistics. That's where our book comes in. It introduces the student; it was written collaboratively, right? And there are two chapters on analysis practice that deal with, let's say, topics that will help the Portuguese teacher and the literature student to handle the skills outlined in the BNCC (Brazilian National Curriculum Base) in their daily work. And we'll talk a little more about that during our live stream. I'll take this opportunity, Amanda, and while I'm still thinking about writing the book, I'd like you to talk to our audience about how it was to translate introductory concepts to linguistics in an accessible and ecumenical way. Let's consider the definitions of language, the properties of human language, the history of reflections on language throughout time, the issue of linguistic variation, among many other subjects. How do you see the process of writing and translating these concepts in an accessible way? Look, this is a very interesting point, I think it's fundamental to the book, because sometimes it's very difficult for us to build that bridge, you know, with such technical concepts and all that, but I confess that for me, in my writing experience, it ended up being a very organic process, because I felt that we had different internal voices there, even though they were in dialogue.

[00:13:45]What voices are those, huh? Literally voices in my head, but good ones. So, in the teacher's voice, teacher, I'm the one who trains students, you know, who trains future teachers of Portuguese language in the Literature course, and I need to have material like this on hand. The voice of the high school teacher I was a few years ago, the voice of the research linguist, and the voice of the literature student who joined in 2011 and became fascinated with the world of linguistics. So, in this translation process, in building sources between these concepts, between these universes, I took all of that into account, always trying to keep our interlocutor in focus, as I mentioned initially. So, thinking that these concepts should be translated for incoming students, for teachers, both male and female, who are already in practice.

[00:14:42]So, how do you put all this together, [while snoring], right? Once again, thinking about the practical aspect. So, the actual practice of teaching, whether in higher education or secondary education, was a very important component in this translation process.

[00:14:59]So, taking up those concepts you mentioned that appear throughout the book, how, in your opinion, were these concepts presented in a way that makes them useful tools for teaching basic education?

[00:15:22]That's a very interesting question, and it's similar to the other books in the collection that are already being published, right? Well, the goal is to offer accessible language, so a language that our students of Literature, Linguistics, and also those of Speech Therapy and Communication who have Linguistics in their curriculum can follow the reading in an enjoyable way.

[00:15:55]Another aspect of our collection that aligns with the didactic approach you mention in your question is a search for theoretical ecumenism. What's the idea? To remove, resolve, and diminish differences, and to do what you just mentioned in your last answer, which is to build bridges. So, we know that linguistics is characterized by theoretical pluralism, right? This is basic for a literature student, right?

[00:16:34]Theoretical pluralism and Brazilian linguistics, fortunately, it is quite plural, a linguistics of very high quality, represented in the most diverse areas. So, the idea behind the book's conception, which is also the basis of the collection's design, is to try to resolve differences and build upon existing points of contact.

[00:16:56]So, what we did in this book, Linguistic Initiation, Theory and Practice, was to try to present the most widely accepted understanding at the moment, for a given concept. This could be, opening here, I even separated a page, page 27, the definition of language and tongue that appears here. It's very difficult for a linguist, as you know, to define what language and linguistics are, because our area of ​​research today, it was born in contemporary times with Information Systems, it already had linguistics long before Information Systems, but Information Systems inaugurates this more contemporary linguistics, doesn't it? saying that the point of view creates the object. So, it's a rather pluralistic area where the point of view creates the object. So how do you present a definition of language that is at least minimally ecumenical, one that can bring together functionalists, generativists, and sociolinguists at a bar table and be accepted by everyone? That's what we tried to do in the book. There are always comic strips available that can help literature students with concepts mentioned in the textbook.

[00:18:16]All this so that the student and the teacher in continuing education can follow the reading in an enjoyable way. Well, I now have a question for you related to the one you asked me.

[00:18:33]It has to do with me how we can apply to teaching practice the kind of content traditionally taught in linguistics courses, in literature programs. How can we make this content concrete, both for undergraduate students in literature and for teachers already working in basic education?

[00:19:02]Yes, I think so, that's a great question.

[00:19:06]I think we can consider two very important points here, which run through the book, but also the entire collection, such as proposing a dialogue with existing teaching-related documents. So, we have the BNCC. The BNCC (National Common Core Curriculum) is mandatory in both public and private education systems. So, why not break down this document and propose a dialogue based on what? Based on what you said, regarding our plurality, diversity, and linguistic theories. So, we have a beautiful and necessary diversity of linguistic theories that we can take advantage of. So, if it's true that the point of view creates the object, as we always say in our linguistics courses, in literature, linguistics, speech therapy, etc., when we think about teaching, different points of view are necessary to construct this very complex object in the classroom and work with it. So, I think we have theoretical tools and we have documents, right, that we can take advantage of. Well, with that said, Achilles, within the Linguistics Teaching collection, what do you think, in your opinion, both as coordinator and as a professor, makes the collection essential reading for literature students and Portuguese language teachers?

[00:20:39]Another very good, very important question. Before answering your question, I would like to thank our online viewer once again for participating in our live stream. As Isadora mentioned at the beginning, there's a link in the chat for you to fill out, right? To receive a certificate of participation in our live event. I would also like to thank Contexto publishing house for this space and for the opportunity to do this joint live stream with the syntactic cartography laboratory, Lacasa, from Unicamp. Now, answering your question, Professor Amanda. Well, first of all, the book isn't an introduction to linguistics, theory and practice, just like the entire Linguistics Teaching collection; it belongs to Editora Contexto, it's published by Editora Contexto, which has admittedly been the publisher of linguists since the 1980s.

[00:21:41]It started its activities precisely in 1987, and I began my undergraduate studies in 2002, studying with books from Contexto. So, it 's not like the collection is entering a publishing house that already has an established track record. For almost 40 years, we have been training good professionals and good teachers in the most diverse areas of knowledge in the humanities. So the collection is here to add to, right, all this tradition that Contexto already has. Secondly, I did a survey of the subjects offered in undergraduate Literature courses at various Brazilian universities to get an idea of ​​which books should make up the collection. So, the collection isn't progressing, but I hope it does, right? Oh, a lot of good things are coming. Thirdly, all the books contain theory, so there are three to five chapters with theory, and of excellent quality, because the authors are of the same caliber as Professor Amanda, so they are good authors. So, the theoretical part is quite solid, but of course, since it's a book aimed at the initial training of undergraduate students in literature, as well as linguists and speech therapists, right? It's a book that uses didactic language, but the great differentiator, the highlight of the collection, are the last two chapters, which are chapters on analytical practice, as you, Professor Amanda, mentioned in one of your answers. These two chapters focus on the skills outlined in the BNCC (Brazilian National Curriculum). This is new, folks. There hasn't yet been a collection that combines quality theory with practical analysis geared towards, let's say, what's in the BNCC (Brazilian National Curriculum Base), right? In our case, we have two chapters, right? Well, all the books in the collection have two chapters. The penultimate chapter, Linguistic Analysis Practices in the final years of elementary school. And the last chapter, linguistic analysis practices in the final years. uh no, sorry, in high school. These chapters engage in dialogue with the theoretical chapters, but they offer tools for future teachers, that is, students of literature, and for teachers already in practice, right?

[00:24:30]Develop skills that are in the BNCC (Brazilian National Curriculum). So he has a very practical bias, does n't he? In other words, there's a lot more to come.

[00:24:37]But I talked more than the snake charmer. Now it's time for me to ask why you are our interviewee. And I wanted to know, Amanda, if we consider the use of the book "Introduction to Linguistics, Theory and Practice," in which undergraduate disciplines does it fit into your evaluation, in your opinion?

[00:24:59]Look, Cris, to answer you, I'm going to make a small digression, because I thought your answer made me very nostalgic, okay? Because I remembered that back in 2011, my first linguistics textbooks, when I discovered what linguistics is, were from the publisher's textbooks, and I was so zealous—I was n't so zealous, I remember, well, I don't remember—I covered them with clear plastic. I have these books in my closet, in my office at Unicamp. I used to talk to the book, take notes, and at the time I never imagined that today I would be doing a live stream here with Aquiles to talk about the launch of our book.

[00:25:38]So, I'm very happy, and I'm sure that this moment was also experienced by some of my friends, colleagues, and teachers who are watching us here, and I hope they like it and can enjoy our book. By answering you, I'm already building a bridge. I think the first subject that comes to mind for undergraduate studies is introduction to language studies, introduction to linguistic studies, which transcends any law or literature course. You've definitely been through this, I've been through it, it doesn't matter, right? At the university level, it's a fundamental discipline, and it's a foundational subject in many courses, such as literature, linguistics, speech therapy, marketing, advertising, journalism, and so on. So, uh, the book can be read by various courses, by various professionals and, of course, also by disciplines related to the teaching of the Portuguese language, whatever name it receives depending on the university, because we work so much with theory, but we are also bringing here a proposal for reflection focused on practice, right? Well, I think courses on Portuguese language teaching internships and courses on Portuguese language teaching methodologies could also make good use of the book.

[00:27:05]Well, and you, Achilles, what unique aspects do you see in the book? What new things does it bring in terms of content?

[00:27:16]That's a good question, and it's complicated because you're asking me to market our own material. It's a challenge, but I'll do my best to try and answer in a very... I'll try to be a gentleman to answer a question that the marketing people would do much better. But let's go. Before that, I wanted to send a hug to our dear HL120 students.

[00:27:50]I saw in the chat, several messages of support were written. They are so cute.

[00:27:57]Introduction to language studies, Professor Amanda teaches 111 at IEL and I teach language, research and Human Sciences to the same class. I saw several of them writing there. Thank you for your support of Carlos Fabrício, our ped. Thank you very much. Now, answering the question and talking a little about marketing. Okay, let's go. It is an introductory book and was written collaboratively.

[00:28:23]The two hands of teacher Amanda and the two hands of me. We can place Raul's two little hands. That would leave six.

[00:28:31][laughter] You wrote, you said you wrote rabbit on lap. So, six hands, okay? A book written collaboratively with a special appearance by Raulzito.

[00:28:42]Well, Brazil started with the collection from professors Musalim and Dentes, right? It's a common practice in the Brazilian publishing market to write introductory books.

[00:29:01]Well, with various authors, it was a hallmark, right? Even before the book by Musalin and Dentes, which is adopted in many universities, the books were more authored, so you had introductions, introductory books to linguistics that were authored. Then came Professor Fiorim's book, an introduction to linguistics, volumes one and two, published by Editora Contexto, with several authors contributing, and also adopted in many universities. Also, given the context, the book "Manual de Linguística" (Linguistics Manual) organized by the late Professor Martelota, isn't it? These are introductory books written by linguists from many different fields.

[00:29:50]Each person wrote a chapter; they were very good books, but written by different authors. What you and I did in the introductory course was to return to a practice from the 60s, 70s and 80s of authored books, which in my perspective is also an advantage from the reader's point of view, isn't it? Because the reader will find a book that has a certain balance and continuity, since the chapters converse with each other.

[00:30:23]And the book opens, as you said, with the story of Raul, a literature student, right? who gives an introductory linguistics lesson, a good communicator that he was, does some good promotion for Carlão in the car, you know, on the ride-sharing app.

[00:30:41]And that would be the first point about the content. I'm going to go back to what you and I put in the context blog post, right? If Isadora ever has the opportunity, she can post the link to the text that you and I wrote for the blog. There we put the following, it 's not as a distinguishing feature of the book. Of the four properties of human language presented, two are not covered in other introductory textbooks. So, uh, think about recursion, right? I remember when I was a child. Little song for the old woman to spin. The stick on the dog, the dog on the cat, the cat on the rat, the cat on the spider, the spider on the fly, the fly on the old woman, the old woman spinning. This is pure recursion. It's beautiful, isn't it? The first person to talk about recursion was Boldit, if I'm not mistaken. Eomk introduced this and that property into the theory of gerund grammar.

[00:31:44]Beautiful property. Only men have that. Ah, only humans have that property, right? Another one we also discuss is structure dependency, which, unless I'm mistaken, I don't see in other introductory manuals. And then you have the other two properties that we see in the other books. The discussion about language and society itself is very beautiful and was brilliantly done by you, right?

[00:32:13]I have to say this here.

[00:32:15]You wrote that chapter; it was brilliant, especially considering the perspective of a first-year literature student, right? It's not a chapter about classical variation; it's a chapter that deals with variation, but from Raul's point of view, as a literature student. It also provides a clear overview of the history of language studies since the Greeks. And in an unprecedented way, the book explains what characterizes a subfield as linguistics, because after all, not every study of language is linguistic, right? And to conclude, we're betting on linguistics as an interface, articulating different theoretical fields to try to offer an integrative view of the area. I've talked a lot, and now it's your turn. I think you could talk a little bit about that chapter I mentioned that I liked so much, the one you wrote, that literature students will enjoy, about language in society, okay? Then, let me know if you guys like it, okay? When you read it, you'll know because it was a lot of fun to write.

[00:33:27]Yes, and it's always a very enjoyable discussion to have with the students. So, both in the HLCOS course, introduction to language studies, and with my students, back in high school, some of whom even went on to study literature [laughs], it was always a very enjoyable discussion to have. Why? Because it's very much connected to what it means to be human, right?

[00:33:52]So, human experience is linked to society. So, it's only fair that, starting from this point, we ask ourselves, we question whether and how, in this case, language and society are related.

[00:34:08]And that's precisely what this chapter will address. Of course, as he has mentioned before, we have different theoretical perspectives that will unpack this question, which is a broad question, not a trivial one, it's a question that allows us to look at this relationship from different perspectives, but our perspective is based on sociolinguistics. So, we start to bring in, to talk a little about sociolinguistics, we base ourselves on this, especially on the studies of Labov and ERT, to demonstrate how social factors are related to the way we speak and even how we relate to the world, how we see ourselves in the world, what group we belong to, how we observe other groups in society. So, all of that is covered in that chapter. I'm going to give you a spoiler: we talk a little bit about the millennia-old rivalry and Generation Z, but if you want to know more, you'll have to go and read it. And something very interesting to mention is that variation is a theme that will permeate the BNCC (Brazilian National Curriculum Base), right?

[00:35:27]And I'll go further, not only the BNCC (National Common Core Curriculum), but of course, the teaching of Portuguese at different levels of education, whether basic, elementary, secondary, or higher education. It's a very relevant topic, one that helps us broaden our perspective on language, to reconsider and break down prejudices. So, I think it's a real treat for anyone who wants to learn a little more about the subject, take a look at the chapter, modesty aside, okay folks?

[00:36:00]But it turned out to be a really cool chapter [laughs]. Oh, and you, Aquile, since you mentioned this chapter, I'd like you to talk a little more about the chapter on the properties of human language, because I loved it and you were brilliant in it. So please, speak for a moment.

[00:36:18]Excellent. Well, I must say that for a linguist to discuss human language and what differentiates our language from the language of animals, perhaps you all heard a bark a moment ago; it was my two pets, Étor and Luig, right? If they show up here, I'll show them to you. And there's also the kitten here, who is very beautiful, Dominique.

[00:36:44]If she sees this, I'll post it for everyone to see, because of course, they're much prettier than me, the one talking to you all.

[00:36:51][laughs] But answering your question, the chapter that deals with the properties of human language, right, is one of my favorites in the book, you wrote a fantastic, fantastic introduction. It was a delight to read your introduction about the properties of human language. I took the opportunity to add those four properties later, right?

[00:37:17]So what differentiates us humans from animals, right? The properties, those properties that only exist in human language. First, double articulation. We owe this to the great French linguist André Martinet. So, we can divide human language into layers, more precisely into two.

[00:37:41]First, we make a cut based on what is significant. Let's go to the morphemes.

[00:37:47]So, think about it, my little friend, since I mentioned my pets, right? What does the "inho" in "hã" mean? That's sweet, isn't it? There's a diminutive there that means affection, right?

[00:37:59]Address, right? This affection has a meaning, doesn't it? Oh, right? It alludes to the animal. If we narrow it down even further, we arrive at phonemes, which aren't meaningful units, but are distinctive in cinema, in the film system, right? This first property, the second one about recursion, I mentioned here in the old Spinning Top. In the book, we give the example of Drummond's poem "Quadrilha".

[00:38:31]John loved Mary who loved John loved Teresa who loved blah blah blah blah blah blah. We give this example as recursion. Then there's another property, the discrete nature of the units, at least in phonology, right? Let's consider a minimal pair, duck and bat, shall we? In the first element, either P or B is included. There isn't an intermediate entity between P and B, right? This makes us think a bit about the principle of, uh, the principle of that physical law of the impenetrability of matter. Two bodies cannot occupy the same space. In phonology, this is called complementary distribution. Either P enters or B enters. These entities are discrete.

[00:39:26]Because we talked about structural dependency, we even gave an example of structural dependency. I think it's on page 52, if I'm not mistaken.

[00:39:38]Look, the book the students bought is out of stock, right? We ca n't do it now because the books the students bought are out of stock. This is poorly formed. Why? It is not dependent on the structure. There's a hierarchical relationship there. It's not, for the subject of the sentence, right, and the verb will agree with it. Well, I think that 's a distinguishing feature, addressing recursion and structure dependency in an introductory book. All I could say was, run over there and buy the book, right?

[00:40:13]Isadora already posted the link to the website that has a 25% discount. And I must say, Amanda, it was a joy to write this book with you. I learned a lot; it was a delight to read the chapters you wrote, wasn't it? And then I would send mine to you, so we could make this exchange. I learned a lot. It was a real pleasure writing this book with you and writing it for context. A publishing house, you know, that I studied with when I was an undergraduate student. So now, writing this book and going out into the context makes me quite happy. Now, could you talk a little about the studies, as we move our live stream towards the end?

[00:40:59]You could talk about one of the chapters on analytical practice, the one that deals with analytical practice for high school, because it's one of the distinguishing features of our introductory book and the collection, isn't it?

[00:41:12]And it is the meeting point between the demand of undergraduate students in literature and the continuing education needs of teachers. Could you talk a little bit about the chapter " Linguistic Analysis Practices in High School"?

[00:41:27]Of course you want to. But before we start talking, I'd like to ask the people watching us, if they can, to feel free to send in questions, comments, and queries. We'd be really happy if we could interact with you more directly, okay? So, we're waiting for your questions, and as for the process of writing this book, I've repeated it several times and will continue to repeat it: it was very enjoyable, but especially writing this book, uh, this chapter was wonderful. And why? Ah, because, as anyone who knows me knows, I loved teaching in high school and I love teaching in higher education. I think I was born to be a teacher. That's it, folks.

[00:42:15]And I felt, I also feel nostalgic for being in the classroom in high school. So I felt almost as if I was easing some of that longing by writing this chapter. So we start with a skill, in this case M13 LP06, right? One characteristic of the skills in the BNCC (Brazilian National Curriculum Base) is that they are very broad; they allow us to work in different ways. And one of the focuses of this skill is to analyze the effects of meaning that result from certain linguistic uses. So what does certain linguistic choices mean, right? And then we can talk about choices of phonemes, morphemes, phrases, sentences, and so on. We have an infinite number of possibilities to work with here, such as how these units generate certain effects, right? So, starting from that idea and trying to build a dialogue with all the theoretical aspects we worked on in the previous chapters, the idea was to work with three types of linguistic awareness as a practice of linguistic analysis. We called these three types of linguistic awareness: formal systemic, meaning issues of form, system, and language structure; discursive pragmatic issues, also related to the text; and sociolinguistics, to engage in this dialogue with that question, okay?

[00:43:48]Language and society are related, you know. And then we use three different texts that many people are certainly familiar with. The song "Nego Drama" by Racionais MC's, and "Shot dos Milagres" by Fala Mansa, which they say perform miracles on babies, right? They stop crying.

[00:44:08]Perhaps there is some truth to that. And there's a song called "There's Cocaine in the Refrigerator" by Bezerra da Silva. These are three different songs, right, from different musical genres. And then we work with how certain linguistic uses generate different effects of meaning, considering both discourse, pragmatics, and these social effects themselves. So, it ended up being a really enjoyable experience to work on, especially because, uh, I worked on these three songs in high school, so my high school students had the experience of us working together. So, it was kind of like, oh, let's recover. Remember what I said at the beginning? We keep hearing these inner voices of the high school teacher, of the college professor. So, I recovered this practice and that practice and brought it to the book. So, it was a really enjoyable chapter to write. And the songs weren't chosen by chance; they're popular songs, songs I learned through my father. So, I think she ends up talking a lot with that student who is just starting out, right? Because these things are closer to our reality. So I think it ends up being a really enjoyable process to work with these popular songs.

[00:45:26]Well, since you asked me about the chapter on analytical practice geared towards high school, I'll return the question, of course, and I'd like you to take this opportunity to talk a little bit about the chapter that will offer tools for analytical practice in the final years of elementary school.

[00:45:49]That's a good question, and we worked on skill EF69 LP47 in the penultimate chapter. EF ensino fundamental 69 means from sixth to ninth grade. LP Portuguese language 47 is the sequence in the program that the teacher is suggested to work on, right? In the second-to-last chapter, the one for elementary school students, we used Raul's narrative, which appeared in the introduction. As Amanda said, the introduction begins with a short story, a narrative that takes place inside a car during a ride-sharing service. And we used Raul's narrative as text, right, to illustrate tools that literature students and Portuguese language teachers can use, can resort to, to develop this skill, right? uh, IF69 LP47.

[00:47:04]The idea, for this chapter and for all the skills chapters in the BNCC (Brazilian National Curriculum Base), came from the time when I was the coordinator of the Literature course at Yel. We had some requests from the students. The students say: "The course is wonderful." Of course, right? An IEL course, the course is wonderful, but I wanted something practical. What am I going to do when I become a Portuguese teacher? Sometimes at events, etc., we hear students from the literature department. How do I put these theories into practice?

[00:47:38]So, the last two chapters of each book select skills from the BNCC (Brazilian National Curriculum Base) and offer tools for teachers to work on these skills, right? So, this chapter takes Raul's text and works through issues related to temporal cohesion in narratives, going through the different levels of analysis. Well, folks, I think our time is coming to an end. It would be great if we could move on to the audience questions now, right, Amanda? Guys, we received a question here from @fernandopestana.

[00:48:20]Oh, thank you very much, Fernando Pestana, author of several books, grammars, etc., right? He says, and I quote, "Thank you very much for being here." If the BNCC (Brazilian National Curriculum Base) does not provide a clear grammatical progression and teacher training does not always guarantee grammatical mastery, unfortunately, how can we ensure the systematic nature of teaching that it presupposes? [laughter] The million-dollar question.

[00:48:55]Amanda, I'll just ask your permission to start answering, and then you can finish, okay? I ask permission to begin, and then you can complete the rest.

[00:49:08]I thought that was a fantastic question. Warm regards, Professor Pestana. Thank you for your question. I think the big secret is to make lemonade out of lemons. And making lemonade out of lemons is learning from the masters. Who are the masters here? The authors of the textbooks. No one is better suited to answer that question than the authors of textbooks. Why? If we pick up a textbook from the PNLD program or even another used textbook, right?

[00:49:45]In basic education, I have worked with my advisees using textbooks from the PNLD (National Textbook Program) and outside of it.

[00:49:52]The way these authors, who are also, in the vast majority of cases, basic education teachers, have done things is very intelligent. A reinterpretation of the skills, and they tried to fit the content of the BNCC (National Common Core Curriculum) into the content that was traditionally practiced. So, that's the masterstroke. Actually, last week I had an event at the Federal University of Santa Catarina, organized by Professor Sandra and Professor Ana, Ana, right?

[00:50:35]Ana Lecrm, who is also the author of textbooks, presented a proposal she had for organizing the content, because in fact, the BNCC (Brazilian National Curriculum Base) doesn't just list the skills, but the issue of progression is a given. So, I think the best way to do this is to reinterpret it in light of tradition. What textbook authors do, they try to incorporate in some way, isn't that the sequence that has been worked on in the skills outlined in the BNCC (Brazilian National Curriculum Base). Professor Amanda, would you like to add something?

[00:51:17]Yes, yes, Fernando, thank you very much for your question. Very interesting, a very necessary question, as Achilles mentioned. H, but my answer goes in the same direction as Achilles' answer. I remember having this difficulty when I first entered the high school classroom, and I did exactly what Achilles mentioned. I went to the library and consulted the textbooks. I got two, three, right? Of course, it will always depend on the context in which you are working. In the context of the school where I worked, I had the availability, the possibility of working with textbooks. I would take two or three and organize this progression, you know, based on what the books offered, and it helped a lot, it helped quite a bit. And then, of course, you have the freedom to bring in some more of your personal reflections as well— personal, by which I mean, as long as you have the academic freedom to exercise that in the classroom, while you're using this material—but I think the textbook ends up being quite helpful in that direction. And I think another aspect that ends up being interesting to work on is considering that these skills end up being very broad, and focusing and making cuts of what you want to work on at what moment. So you can leverage a skill in different ways, in different forms, right? So I think that's where the BNCC (National Common Core Curriculum) ends up giving teachers that possibility. It's here, it's almost like God and his era, but you have a chance, right?

[00:53:04]So if we combine that breadth with the textbook, I think we end up being able to work, you know, in a slightly more systematic way.

[00:53:18]I agree and second that, Professor Amanda. Okay, there's one more question here.

[00:53:23]I imagine this is the last one, unfortunately, because our live stream is coming to an end, right? Professor Fernando Pestano, thank you very much. Ask another question. Could you give a real and practical example of how, from your perspective, a teacher will apply linguistics teaching in a primary school classroom? verbal government, for example.

[00:53:48]Well, that's an excellent question, and I think that theoretical linguistics, in no way serious theoretical linguistics, is there to deny all the knowledge that has been produced by tradition. After all, Secret Ran Ran transforms. Sorry for the broken French. Nothing is created, nothing is lost, everything is transformed. What is linguistics today, anyway? Linguistics drew inspiration from philosophers. This appears in the second chapter here, a nice review, isn't it? Made by teacher Amanda. Linguistics draws from a philosophical tradition and also from a tradition of grammarians, doesn't it? So, nothing is created, nothing is lost, everything is transformed. I think that in one of the skills related to verb government, for example, the BNCCER (Brazilian National Curriculum Base for Basic Education) asks to compare the government in the standard norm with the government in popular varieties. A book from the collection is coming soon, I can't say which one because it's not yet on the Contexto website, which does that in one of the analysis practice chapters. Try comparing different genres. There's room for everyone, right? Thank you, Professor Pestana.

[00:55:08]Amanda wants to add something.

[00:55:12]Yes, I believe that in linguistics, you know, we have some materials that focus on how we can integrate linguistics into teaching methodologies. So, I think that exploring more of the students' innate knowledge can be a way for us to get to working with traditional nomenclature, because we have different paths that we can explore. Well, and based on this innate knowledge of the students, it's one of those possibilities.

[00:55:53]You're giving away a spoiler, Professor Amanda. That's a spoiler. This collection looks promising, more books are coming soon. And I liked the spoiler that Professor Amanda just gave in answering Professor Pestana's question. Well, Professor Amanda, everyone, we're nearing the end, right? I would like to thank Professor Amanda for a gift that Unicamp gave me, my daily colleague. Look how fortunate I was to have this professor, my colleague in the field, more than a professor, a friend, a highly competent professor. I learned a lot from reading the excerpts she wrote in that book. Well, I wanted to thank Isadora and Carol from Contexto publishing house for, let's say, being at the forefront of making this live event happen. Thank you to all the wonderful internet users who are here, right? As Isadora mentioned, on August 20th, we will be hosting Professor Paula Armelim from the Federal University of Jitora, author of the book Morphology, Theory and Practice, which is already available for purchase on the website. The lesson on simple period syntax by teachers Mayara and Elane is also available on the website and is already on pre-sale, right? This one is already on pre-sale, and on the Context page you can also see the one about compound periods, and there will be others coming this year, right? Oh, I'm grateful to Carlos Fabrício, right? Hey, from Unicamp, ask for course 120, Isadora. He liked the concept of the collection so much that he bought two volumes of Introduction to Linguistics and will be raffling them off to our HL 120 students from Unicamp who participated in the live stream. One of the copies, thank you very much, Carlos, for your support and for the guidance you give to our discipline, and for, you know, distributing a book to our dear students.

[00:58:09]Guys, time is running out. I would like to ask Professor Amanda to have a minute to say her final words to the audience.

[00:58:18]I think I should say thank you. Thank you so much for being here with us tonight. Oh, thank you for the questions, thank you for the support. I hope you can, that you enjoy the book, and that you'll tell us what you think too, right? Give us feedback, tell us about your experience. Read it, because the book was made for you, it was designed with you in mind.

[00:58:43]So, I hope you can enjoy it.

[00:58:49]Thank you very much, Professor Amanda.

[00:58:51]Thank you very much for the partnership. And dear friends, this was just the first live stream in the " Put Linguistics into Teaching" series. As I said, on August 20th, Professor Paula Armelim, we will be sharing all of this on social media.

[00:59:08]Follow the accounts @profakiles, my Instagram, @cartografia, @editoraxto, and @daeditora. I would like to thank Professor Amanda once again for her presence, her teaching, her partnership in writing the book, and her words.

[00:59:28]I thank everyone who attended the event and Editora Contexto for providing this space so that linguistics could once again embrace literature students and Portuguese language teachers with this collection. And once again, a special thank you to Isador and Carol. Don't forget to subscribe to our channels, leave a like, and share. Until the next live stream, everyone! Thank you very much. Ciao. Ciao.