Debate realizado pelo Projeto Nacional de Letramentos, na USP, em 26 de agosto de 2019.

2. … and
Mary Kalantzis
online

4. http://letramentos.fflch.usp.br/sobre

5. Debates
(all of them
recorded on
Youtube):
1. Debate I - Letramentos e Método
Fônico – 22/04
2. Debate II – Literacies and Phonics
with Prof. Dr. Bill Cope – 26/08
3. Debate III – Literacies and Phonics
with Prof. Dr. Brian Morgan -
November

6. Debate:
Ana Paula, Daniel, Walkyria and
Lynn: 5 minutes – DEBATE 1
BILL COPE: 30-40 min
Open for questions: 20 min

7. RECADOS INICIAIS
• FAVOR ASSINAR A LISTA DE PRESENÇA COM NOME COMPLETO E EMAIL (LEGÍVEIS)
• PARA OS QUE ESTÃO ASSISTINDO PELO YOUTUBE, ENVIAR PARA:
projetonacionalsp@gmail.com
NOME COMPLETO
RG
INSTITUIÇÃO

9. The Three Generations of Literacies in Brazil
Profª Drª Walkyria Monte Mór
Universidade de São Paulo
 Projeto Nacional de Letramentos:
Linguagem, Cultura, Tecnologia e Educação, 2015-2019
 GT ANPOLL: Transculturalidade, Linguagem e Educação

10. Phonics Method
In Brazil:
Learning how to read and write from the phonemic
awareness - the ability to hear, identify, and
manipulate phonemes –, teaching the correspondence
between these sounds and the spelling patterns
(graphemes) that represent them.

11. Phonics Method
In Brazil:
A method of teaching reading in which you teach
students the letters of the alphabet and their sounds
first.
Next, children are taught to blend the sounds
phonetically
to form words,
and then to naturally build vocabulary,
and increase fluency
and comprehension.

12. Phonics Method
In Brazil:
Students learn how to associate graphemes (letters)
to phonemes (sounds);
(known in Brazil as “beabá”; “vovô viu a uva”, etc).
Not neutral.
(SOARES, 2005).

13. Literacies in Brazil
1st generation –
“alfabetização”  literacies
2nd generation – literacies
(portuguese / mother tongue
and reading)
3rd generation – new
literacies, critical literacies,
multiliteracies, digital
literacies.

14. 3rd generation in Brazil
Educational Proposal:
transdisciplinarity;
space and place
identity – subjectivity
plurality - diversity
It investigates
globalization
technology
Written Language Society and Digital Society

15. Obrigada!
Thank you!
wmm@usp.br

16. Letramentos e Autoritarismo - Lynn Mario Menezes de Souza
1. The Phonics proposal claims authority because of its purportedly scientific
nature. It bases itself on a concept of Science as Universal, Objective and Neutral.
This concept in fact,
• Hides its locus of enunciation, its ideological and historical position.
• By hiding the subject that produces scientific knowledge, this concept of
universal science hides not only its ideological interests but also gives the illusion
of being neutral and objective.
• The phonics proposal, based on a concept of universal validity, does not take into
account what the learner knows, not the fact that learners know different things
and that these different knowledges are not individual, but socially, historically
and ideologically constituted.
• The proposal is based then, on a concept of the learner as an empty vessel.

17. 2. In contrast, Freire’s proposal of literacy as social practice sees knowledge as varied and
socially and ideologically constituted.
It sees learners as knowing social beings who bring to the learning process the knowledge
they acquire in their social contexts.
It sees literacy as an introduction of the learner into a new world of knowing in writing, a
world where the knowledge in circulation is different to that which the non-literate
learner possesses.
One of Freire’s objectives was to undo the self-image of non-literate learners as incapable
of learning and as possessors of non-knowledge.
He did this by making non-literate learners aware that they in fact are possessors of
knowledge and capable of constructing knowledge, and making them aware that the
negative self image they have of themselves was constructed to keep them in their
socially marginal positions.

18. 3. The phonics proposal then may be seen as a political ideological
instrument of keeping people where they are, depriving them of
critical awareness and depriving them of the possibility of acquiring
new knowledge and transforming their social worlds.
As such, the phonics proposal deprives learners of the possibility of
being critical citizens, where critical means identifying what is
wrong in their community and offering them the possibility of
transforming this themselves.

19. Phony Phonics:
The Pseudo-Science of Education in an Age of Unreason
Bill Cope and Mary Kalantzis
University of Illinois
26 August 2019

20. Has to be made fun, because it is not … hence, the
title of this presentation – thanks to early childhood
scholar, Nicola Yelland, for the title and examples.
Phony Phonics!

21. Let’s start by having you
take a phonics test…

22. Now let’s learn phonics so we can pass that test.

23. Putting the words
into sentences, now

26. Then comes the “scientific” evidence…
(for example, the pseudo-objectivity of randomized
controlled trials,)
… and of course, it “works”!

27. So, why bother to argue? We just just
say “yes, of course,” but it’s trivial part
of what needs to be learned.
There are 44 sounds in English
When children can learn 44 dinosaurs, or 44 princesses or 44
Thomas trains before they can read…
Phonics is too simple, too boring to be worthwhile.
What We Might Have Learned (1)

29. Education is disciplinary
practice, getting used to
sitting still and being bored,
learning to give the right
answers on command.
Phonics is an antidote to
“communism.” (It’s too
dangerous to have children
to mean by themselves.)
Phonics is indeed
“educational.”
What We Might Have Learned (2)
Pinacoteca do Estado de São Paulo, 2017, an arwork by Leila
Danziger, 48 books banned by the Brazilian dictatorship, including
Freire’s “Pedagogy of the Oppressed.”

30. But now, let’s get serious about phonics….
https://www.facebook.com/watch/?v=1875948315853595

31. Phonics is too hard to be possible.
There are thousands of sounds in English
(indeed, they are innumerable, with dialect, register). Not even the 107
characters of the ɪntə'næʃənəl fə'nɛtɪk əsoʊsi'eɪʃn works.)
(Siri’s secret: digital text > Susan Bennett’s speech is in words.)
Sounding too slow to be practicable for reading.

32. We need a new
theoretical
category for this
kind of stuff…
Harry G. Frankfurt is a professor of philosophy
emeritus at Princeton University.

33. It’s stupid because…
it’s not enough for effective compliance, let alone critique,
…whatever might we be trying to achieve in education.
But what are we going to put
in its place?
Access,
opportunity
Diversity,
transformation

34. Multimodal Grammar
Text and speech could hardly be more different.
The key is transposition across forms.
These are some easy ways to start:
Text – Image (e.g. meaningful children’s books)
Speech – Sound (e.g. meaningful children’s songs)
The New Universe of Text Graphemics

35. Unicode
Unicode is a comprehensive character set
documenting all systems of written text. Of
the 136,755 characters in Unicode version 10, a
few are: a, A, 7, ?, @, 威, ‫ي‬and ☺️. For
writing that is principally alphabetic, graphemes
mostly represent sounds. In other scripts
characters mainly represent ideas, such as in
Chinese where each character is an
ideograph—although the distinction is not so
clear, because for writers in mainly alphabetic
languages 7, @ and ☺️ are ideographs, and
utterable sounds can be represented in Chinese.
Unicode includes symbolic scripts that range
from Japanese dentistry symbols, to the recycle
symbol, and 3053 emojis.
https://www.unicode.org/charts/

36. Unicode
Japanese Carrier Emojis.
Some of Unicode’s 3053 emojis.

37. Text Graphemics
Phonemes
• Vowels
• Consonants
• Dipthongs
• Diacritical Marks
• Punctation
• Etc.
Graphemes
Ideographs
• Chinese
• Numbers
• Symbols
• Emojis
• Whole words in alphabetic
languages

38. Saccades

39. We write/read in Unicode.
Screen navigation is visual (radically extending
the visual technology of the page).
And gestural… learning to swipe
Multimodality: tags, captions, labels, infographics
Speech recognition
Digital media: the world turned upside down

40. Transpositional
Grammar
Adding Sense
Context and Interest in a Grammar
of Multimodal Meaning
Bill Cope and Mary Kalantzis
Cambridge University Press, 2019 (in press)
(… and we’re
deliberately calling it
“grammar.”)

41. Forms of Meaning
> Text <> Image <> Space <> Object <> Body <> Sound <> Speech <

42. Developing a common language
with which to speak about all forms of meaning

43. Functions of Meaning: Five Questions
What is it about? Reference
Who or what is doing it? Agency
What holds it together? Structure
What else is it connected to? Context
What’s it for? Interest

44. Transpositional Grammar: Some Recalibrations
Form and Function
Meaning-forms are the material means we use to make meaning, using media.
Meaning-functions are the range of things we can mean.
Questions of Function
You can ask the five questions of any meaning, every meaning. This is a functional grammar.
Associations of Form
The grammars of Text and Speech are radically different from each other.
Text is closely aligned with Image and Space.
Speech is closely aligned with Sound and Body.

45. Instance
Text: proper noun, singular, definite article
Image: a photograph
Concept
Text: common noun, plural, indefinite article
Image: icon, pictograph
(Multimodality: labeled diagram, captioned
image, children’s story)

46. Museum of Society and Economy,
Vienna, 1925

47. Vygostky, Lev Semyonovich. 1962 [1978]. Mind in Society: The Development of Higher
Psychological Processes. Cambridge, MA: Harvard University Press. Pp. 149-50.
Lev Vygotsky and Aleksandr Luria on
Children’s Concept Development
“A concept is more than the sum of certain associative
bonds formed by memory, …a concept embodied in a
word represents an act of generalization. But word
meanings evolve. When a new word has been learned
by the child, its development is barely starting; the
word at first is a generalization of the most primitive
type; as the child’s intellect develops, it is replaced by
generalizations of a higher and higher type—a process
that leads in the end to the formation of true concepts.
The development of concepts, or word meanings,
presupposes the development of many intellectual
functions: deliberate attention, logical memory,
abstraction, the ability to compare and to differentiate.
These complex psychological processes cannot be
mastered through the initial learning alone.”

48. Otto Neurath’s Pictorial Statistics
In realistic image, we can mark the difference
with a representation of something in its
inarguable singularity, compared to icons which
refer only to the criterial features of more than
one thing. Now we have a picture of a singular
person, Otto Neurath, in a photo taken in 1919
by Heinrich Hoffman when Neurath was
President of the Central Office of Economics in
the short-lived Bavarian Soviet Republic. The
caption in a photo booklet on the revolution
printed at the time said, “Dr Neurath,
Socialization Commissar.” The photographer
later joined the Nazi Party, making his way
eventually into Adolf Hitler’s inner circle where
he became the only photographer allowed to
take the Führer’s portrait. Republished in a Nazi
newspaper in 1932, this time the photo was
captioned “The Jew Neurath.”

49. Otto Neurath’s Pictorial Statistics
School Meal Provision by the Vienna
Municipality
Each small child = 1000 kindergarten
children
Each larger child = 2000
schoolchildren

50. Transposition: Some Propositions
Transposition is about movement. Meanings are not fixed. They impatiently await our
changing them.
There are two vectors of transposition, two ways to parse any meaning:
1. Form <> Form Transposition
The same meaning can be expressed in different forms, but when the transposition is made,
the meaning is never quite the same. This is why we have multimodality, why we juxtapose
meanings and layer them over each other.
2. Function <> Function Transposition
All five meaning-functions are present in every meaning. Here, transposition occurs as we
shift our attention from one function to another. And within each meaning, there is
constant movement, for instance…

51. Creating pedagogy of engagement.
Not to tell the rules of the world to elicit compliance,
but a dialogue between the culture of schooling and
students’ varied lifeworlds.
Towards meaningful pedagogy

52. To be literate is to be able to mean with effect.
The politics of an open pedagogy, without
prejudice to the kinds of futures in the making:
And, considering our educational mission…
Access,
opportunity
Diversity,
transformation

53. www.newlearningonline.com
Facebook: New Learning
CGScholar.com: New Learning