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New Literacies, New Agencies?

A Brazilian Perspective on Mindsets, Digital Practices and Tools for Social Action In and Out of School

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Edited By Eduardo S. Junqueira and Marcelo E.K. Buzato

From students as teachers’ pets to teachers as Second Life avatars, or from being ridiculed for not knowing your syntax to ridiculing others through multimodal remixing, something has changed in the way people are acting and being acted upon through literacies. From parallel text processing «under a cloud» to text-as-process enhanced by cloud computing, or from one laptop per child to several laptops left behind by children in creative spoken interaction, learners and educators’ actions through and around texts and technologies provide quite a telling example of such changes. From writing as technology to blogging as a tool for fostering critical mindsets within complexity, or from automatized knowledge acquisition routines to new forms of relating to knowledge and new perspectives on autonomy, social ordering and Self constitutional processes defy binaries such as agent/structure, global/local, social/technical, virtual/real, or even human/non-human. In this volume a team of scholars from some of the most prestigious Brazilian universities address these issues, and illustrate them with findings from research on the interplay between new literacies, digital technologies and social action in and out-of-school. The chapters introduce, or revisit, an array of theoretical constructs from education, sociology, linguistics and media studies, while presenting a new inside perspective about how research on new literacies is being carried out in Brazil. Altogether, they provide a very useful set of ideas, tools and analytical frameworks for researchers, teachers, and students of Education, Language and Arts and Communication worldwide, especially those concerned with technology-enhanced education and social inclusion.

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Contributors 175

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Marcelo E. K. Buzato holds a PhD in Applied Linguistics. He has published in prestigious Brazilian peer-reviewed journals and in UNESCO’s International Journal on Multicultural Societies. He lectures and conducts research in the area of language, technology, and society, with a focus on post-social and post- human literacies, at the University of Campinas, ranked third in Latin America by QS Rankings 2012. Marcelo lives in Campinas and has a thirteen-year-old daughter who loves to blog about existentialist affairs and wishes to be a philosopher or a famous actress, or both. E-mail: mbuzato@iel.unicamp.br. Carla Viana Coscarelli got her doctoral degree in Linguistic Studies at the Federal University of Minas Gerais in 1999. She is a professor at Faculdade de Letras da Universidade Federal de Minas Gerais, and holds a post-doctorate in Cognitive Science from the University of California at San Diego, 2005. She conducts research in Applied Linguistics, focusing on digital literacy and read- ing in digital environments. E-mail: cvcosc@yahoo.com.br. Luiz Fernando Gomes is carrying out his post-doctoral research in Applied Linguistics at the University of Campinas (Unicamp). He is a professor in the Graduate Program of Education at the University of Sorocaba (UNISO, SP). His research has focused on multiliteracies issues, especially in out-of-school Contributors Junqueira_t3 contrib 9/9/2013 8:49 AM Page 175 contexts and in disadvantaged communities. He is currently chief editor for Quaestio—Journal of Education Studies, and for Eduniso Journal from Uniso Press. E-mail: luiz.gomes@prof.uniso.br. Eduardo S. Junqueira got his PhD in Education...

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