Abstract: This research study aims to assess the strengthening of the production of academic texts in undergraduate students by implementing an academic writing course on the Moodle educational platform applying active learning strategies. The methodology applies a mixed-phenomenological approach, combining quantitative and qualitative techniques and instruments. The population of this study includes first and fifth semester students enrolled in the bachelor of primary education program at the Universidad Pedagógica y Tecnológica de Colombia. The results show significant improvements in students’ text internal coherence, connector use, intentionality, source citation, and the application of some rules such as progression and non-repetition. However, difficulties still prevail in the use of some linguistic resources. In conclusion, the didactic intervention applied provides the needed response to strengthening the levels of text production in student academic writing.

Resumen: El propósito de esta investigación es evaluar el fortalecimiento de la producción de textos académicos en estudiantes de una licenciatura a través de la implementación de un curso de redacción académica mediante la plataforma educativa Moodle, aplicando estrategias de aprendizaje activo. La metodología tiene un enfoque fenomenológico-mixto, combinando técnicas e instrumentos tanto cuantitativos como cualitativos. La población objeto de estudio comprende estudiantes de primero y quinto semestres de la licenciatura en educación básica primaria de la Universidad Pedagógica y Tecnológica de Colombia. Los resultados muestran que los estudiantes mejoraron significativamente la coherencia interna del texto, el empleo de conectores, la intencionalidad, la citación de fuentes y la aplicación de algunas reglas como la progresión y la no repetición. Sin embargo, aún prevalecen dificultades en el uso de algunos recursos lingüísticos. En conclusión, la intervención didáctica aplicada dio respuesta a la necesidad de fortalecer los niveles de producción textual de los textos académicos de los estudiantes.

RESUMEN El presente estudio longitudinal se enmarca en la lingüística aplicada a la enseñanza-aprendizaje de lenguas adicionales y su objetivo es determinar el desarrollo de interlengua (IL) en español en un grupo de escolares secundarios haitianos de una escuela chilena. Con este fin, se realizó un análisis del desarrollo de la IL de los escolares mediante la metodología del análisis de errores en dos muestras de textos escritos, recogidas en dos periodos distintos. Los resultados del análisis indicaron que, en ambas muestras, la mayoría de los errores eran de tipo gráfico y gramatical. Desde una perspectiva etiológica, los errores fueron identificados como de simplificación. Desde una perspectiva psicolingüística, los errores se debieron a estrategias de interferencia y neutralización de las formas. Los errores textuales fueron los menos frecuentes, sin embargo, esto responde a la escueta producción de relaciones de coherencia en los textos. Así, el análisis longitudinal entre los muestreos diferidos no indicó ni avances ni retrocesos en el español de los escolares haitianos. Esto debe observarse con precaución porque la pandemia de COVID-19, durante los años 2020 y 2021, impuso confinamientos que hicieron perder casi dos años de clases a niños de escuelas socioeconómicamente vulnerables.

ABSTRACT The present longitudinal study is framed within applied linguistics in the teaching-learning of additional languages. Its objective was to determine the development of interlanguage (IL) in Spanish in a group of Haitian high school students in a Chilean school. For this purpose, we assessed students' IL development using error analysis methodology in two samples of written texts collected in two different periods. The results from the analysis showed that most errors were graphic and grammatical in both samples. From an etiological perspective, the errors were of simplification. From a psycholinguistic perspective, the errors originated from interference strategies and neutralization of the forms. Textual errors were the least frequent; however, this was due to the scarce production of coherence relations in the texts. Hence, the longitudinal analysis between the two samples did not indicate either progress or setbacks in the Spanish of Haitian schoolchildren. These findings should be observed with caution because the COVID-19 pandemic, during the years 2020 and 2021, imposed lockdowns that caused children from socioeconomically vulnerable schools to lose almost two years of classes.

Abstract The existence of breaks or changes in discursive units can affect the accessibility of the referents in discourse. This can motivate the choice of highly explicit linguistic forms or discursive strategies that contribute to referential tracking. This study focuses on the observation of the limits between textual units in Quichua from Santiago del Estero (Quechua, Argentina) and its consequences in the expression of referents and their tracking in the discourse. A corpus of texts in Quichua from Santiago del Estero was compiled from primary and secondary sources. The corpus was segmented and analyzed into sections, following the development of the narrative topic. As a result, it was identified that the different types of dependent clauses (relative and adverbial) function as guides for the flow of information, especially when they are present in transitions from one portion of the text to another.

Resumen Uno de los factores que puede afectar la accesibilidad de los referentes en el discurso es la existencia de rupturas de unidades discursivas. Estas pueden motivar la elección de formas lingüísticas de alta explicitud o de recursos discursivos que colaboran en el seguimiento referencial. Este trabajo se centra en la observación de los límites entre unidades textuales en quichua santiagueño (quechua, Argentina) y las consecuencias en la expresión de referentes y su seguimiento en el discurso. Para este estudio se conformó un corpus de textos en quichua santiagueño de fuentes primarias y secundarias, que fueron segmentados y analizados en secciones, según el desarrollo del tópico narrativo. Se logró identificar así que los diferentes tipos de cláusulas dependientes (relativas y adverbiales) funcionan como guías del flujo de la información, especialmente cuando están presentes en transiciones de una porción de texto a otra.

Résumé Un des facteurs qui peut affecter l'accessibilité des référents dans le discours est l'existence de ruptures ou de changements dans les unités discursives. Cela peut motiver le choix de formes linguistiques très explicites ou de stratégies discursives qui collaborent dans le suivi des référents. Ce travail porte sur l'observation des limites entre les unités textuelles en Santiagueño Quichua (Quechua, Argentine) et ses conséquences dans l'expression des référents et leur repérage dans le discours. Un corpus de textes en Santiagueño Quichua a été constitué à partir de sources primaires et secondaires, qui ont été segmentées et analysées en sections, suivant le développement du sujet narratif. Ainsi, il a été possible de constater que les différents types de clauses dépendantes (relatives et adverbiales) fonctionnent comme des guides pour le flux d'informations, en particulier lorsqu'elles sont présentes dans les transitions d'une partie du texte à une autre.

Resumo: Introdução: Experiências anteriores dos autores deste trabalho apontam para a expansão no uso da Análise Textual Discursiva (ATD) como método de análise textual em pesquisas qualitativas. A partir dessa percepção, o método de análise originalmente idealizado por Roque Moraes e Maria do Carmo Galiazzi (2007), constitui-se no foco do estudo aqui apresentado. Estruturou-se um projeto de pesquisa, intitulado Panorama da Análise Textual Discursiva: avanças e (res)significações, que recebeu financiamento estatal para sua realização. Neste artigo, apresenta-se uma faceta desse projeto, a partir do inventário crítico e reflexivo de teses e dissertações brasileiras que, em suas pesquisas, utilizaram a Análise Textual Discursiva (ATD) como método de análise de dados qualitativos. Objetivo: identificar instituições e programas de pós-graduação brasileiros que assumem a Análise Textual Discursiva como método de análise em suas pesquisas. Método: realizou-se uma pesquisa do tipo metanálise qualitativa, cuja etapa inicial foi o levantamento de trabalhos, que estão disponíveis em um repositório nacional digital, situando-se autor, instituição, programa e região de inserção do programa de pós-graduação. Mantendo-se a coerência com os pressupostos teóricos dos autores e da presente investigação, os dados foram analisados por meio da Análise Textual Discursiva, trazendo a emergência de compreensões. Resultados: é constatada a expansão do método para distintas áreas do conhecimento, abrangendo diferentes programas de pós-gradução distribuídos em todas regiões do Brasil. Conclusões: são apontadas algumas fragilidades do sistema brasileiro de armazenamento de dissertações e teses, indicando-se a necessidade de o pesquisador ao utilizá-lo, possuir competências relativas ao letramento digital, com posição crítica frente aos dados observados. Enfatiza-se que o estudo aqui apresentado será ampliado em um momento futuro, a fim de produzir outras compreensões ou mesmo subsidiar critérios para ampliação dos princípios do método de análise em questão.

Abstract: Previous experiences of the authors of this work point to the expansion in the use of Discursive Textual Analysis (DTA) as a method of textual analysis in qualitative research. Based on this perception, the analysis method originally conceived by Roque Moraes and Maria do Carmo Galiazzi (2007) constitutes the focus of the study presented here. A research project was structured, entitled Landscape of Discursive Textual Analysis: advances and (re)significations, which received state funding for its realization. In this article, a facet of this project is presented, based on the critical and reflective inventory of Brazilian theses and dissertations that, in their research, used Discursive Textual Analysis (DTA) as a method of analyzing qualitative data. The guiding objective was: To identify Brazilian postgraduate institutions and programs that use Discursive Textual Analysis as a method of analysis in their research. Preliminary results on Brazilian academic production are explained here. A qualitative meta-analysis was carried out, whose initial stage was the survey of works, which are available in a national digital repository, placing the author, institution, program and region of insertion of the postgraduate program. Keeping the coherence with the theoretical assumptions of the authors and of the present investigation, the data were analyzed through the ATD, bringing out the emergence of understandings. For now, the expansion of the method to different areas of knowledge is observed, covering different postgraduate programs distributed in all regions of Brazil. Some weaknesses of the Brazilian dissertation and theses storage system are also pointed out, indicating the need for the researcher, when using it, to have competences related to digital literacy, with a critical position in relation to the observed data. Finally, it is emphasized that the study presented here will be expanded at a future time, in order to produce other understandings or even subsidize criteria for expanding the principles of the analysis method in question.

Abstract According to Aristotle, the Platonic Forms are problematic because they are separated from their participants. A recent interpretation by Gail Fine proposes that, for Aristotle, such separation is not categorical, as has traditionally been maintained, but modal, and that this is consistent with Platonic dialogues. Furthermore, Fine argues that viewing separation in this way could make Platonic theory less objectionable. In this work I present several arguments against the separation of Forms being modal, since assuming such a thing entails textual and internal coherence problems. Therefore, objections to separation should be answered in another way.

Resumen Según Aristóteles, las Formas platónicas son problemáticas porque son separadas de sus participantes. Una interpretación reciente de Gail Fine propone que, para Aristóteles, dicha separación no es categórica, como se ha mantenido tradicionalmente, sino modal, y que esto es consistente con los diálogos platónicos. Además, Fine sostiene que ver a la separación de esta manera podría hacer a la teoría platónica menos objetable. En este trabajo presento varios argumentos en contra de que la separación de las Formas sea modal, pues suponer tal cosa conlleva problemas de tipo textual y de coherencia interna. Por ende, las objeciones a la separación deberían ser contestadas de otra manera.

In the New Nation case, the Constitutional Court declared the provisions of the Electoral Act that prevent independent candidates from competing in provincial and national elections unconstitutional. It ruled that the impugned provisions violated independent candidates' constitutional rights to stand for public office, to freedom of association and to dignity. In a minority judgment, Froneman J disagreed and held that the Constitution contemplates a right to contest elections as a party-nominee only. The differences between the majority and minority judgments are largely the result of distinct interpretive approaches. The majority conducted an analysis of the right to stand for public office within a restricted textual framework that has the potential to disturb the harmonious inter-relationship between the right and the electoral and parliamentary framework for its realisation. This result flows from the fact that the Constitution still reflects the exclusively party-based electoral and parliamentary systems of its predecessor in several important respects. At best, this situation may result in independents being largely at the mercy of political parties for meaningful execution of their legislative and oversight obligations. At worst, they may be excluded from exercising core parliamentary functions altogether. Therefore, to avoid disturbing the normative coherence between the right to stand for public office, the foundational democratic values, and the electoral and parliamentary arrangements, constitutional amendments appear to be necessary for the implementation of the court's order. In any event, expectations about the contribution to electoral reform of allowing independents to contest elections must be tempered by the low political impact of independent representatives on governance, as well as the ambivalence surrounding the democratic functionality of independent candidacy, when measured against the values of transparency and accountability.

Abstract Previous corpus-based studies (Ibáñez, Moncada & Cárcamo, 2019) have identified the most and the least frequent coherence relations in Chilean primary school textbooks. Based on these findings, in this study, we explored the effect of exposure to coherence relations on their processing and comprehension. We expected the most frequent coherence relations in school textbooks to be more easily processed and better comprehended than the least frequent ones. Our expectation is explained by integrating the Language Experience (LE) hypothesis (Nippold & Taylor, 2002) and the Schematic Structural Expectations (SSE) hypothesis (Mulder, 2008). A self-paced reading experiment with a within-subjects design and cumulative window paradigm was carried out. One hundred and thirty-eight participants (12-14 years old), attending Chilean schools participated in the experiment. Each of them read 30 experimental items in two different sessions. Results revealed, in the first place, low levels of reading comprehension achievement. General results also showed that, although participants read the most frequent coherence relations slower than the least frequent ones, they comprehended them better. Analysis showed different patterns depending on the subject, which demonstrated that our expectations were partially fulfilled.

Resumen Previos estudios basados en corpus (Ibáñez, Moncada & Cárcamo, 2019) han identificado las relaciones de coherencia más y menos frecuentes en Textos Escolares chilenos. Basándonos en estos hallazgos, en este estudio, exploramos el efecto de la exposición a relaciones de coherencia en su procesamiento y comprensión. Se esperaba que las relaciones de coherencia más frecuentes en los Textos Escolares se procesaran más fácilmente y se comprendieran mejor que las menos frecuentes. Nuestra expectativa se explica al integrar las hipótesis Experience Language (LE) (Nippold & Taylor, 2002) y Schematic Structural Expectations (SSE) (Mulder, 2008). Se llevó a cabo un experimento de lectura autoadministrada (self-paced reading task) con un diseño intra-sujeto y bajo el paradigma de ventana cumulativa. Ciento treinta y ocho participantes (de 12-14 años), que asistían a escuelas chilenas, participaron en el experimento. Cada uno de ellos leyó 30 ítems experimentales en dos sesiones diferentes. Los resultados revelaron, en primer lugar, bajos niveles de desempeño en comprensión. Los resultados generales también mostraron que, aunque los participantes leyeron las relaciones de coherencia más frecuentes más lentamente que las menos frecuentes, las comprendieron mejor. Los análisis mostraron patrones diferentes dependiendo de las asignaturas, lo que demostró que nuestras expectativas se cumplieron parcialmente.

ABSTRACT This text analyzes from a linguistic approach, the controversial proposal of inclusive language and the implications of its eventual use in the Spanish language. Recognizing the significant contribution of the feminist movement's demands in obtaining social, political and economic rights for women, the need to modify language is weighed based on different elements of language architecture: grammatical gender, textual coherence and textual progression. However, in our opinion, this is an open discussion that requires proposals aimed at the real modification of the power relations between men and women.

RESUMEN El texto analiza desde un abordaje lingüístico, la controversial propuesta del lenguaje inclusivo y las implicaciones de su eventual uso en el idioma castellano. Reconociendo el significativo aporte de las reivindicaciones del movimiento feminista en la obtención de derechos sociales, políticos y económicos para las mujeres, se pondera la demanda de modificación del lenguaje en función de distintos elementos de la arquitectura del idioma: el género gramatical, la coherencia textual y la progresión textual. Con todo, se trata en nuestra opinión, de una discusión abierta que requiere de propuestas encaminadas a la real modificación de las relaciones de poder entre hombres y mujeres.

Resumo A Lingüística do texto propõe o estudo de um texto de um ponto de vista global, uma vez que o concebe como uma unidade coerente, portadora de significado. Na perspetiva desse campo de estudo, esta pesquisa pretende mostrar como, no conto «Agua» de José María Arguedas, se encontra subjacente uma superestrutura textual correspondente a um discurso de denúncia, que se evidencia nos elementos que o integram. o universo ficcional proposto pela história. Utilizamos as categorias discursivas que a pesquisadora María Claudeville postulou como recorrentes nas estruturas textuais dos discursos de denúncia. Essas categorias estão presentes no mundo possível manifestado na história «Água», em que se expõe a existência de um problema e a busca de uma solução. Assim, mostra-se como um texto fictício pode servir como meio de divulgação de um discurso de denúncia.

Abstract The Linguistics of the text proposes the study of a text from a global point of view, since it conceives it as a coherent unit, carrying meaning. From the perspective of that field of study, this research aims to show how, in the story «Agua» by José María Arguedas, there is an underlying textual superstructure corresponding to a discourse of denunciation, which becomes evident in the elements that form part of the fictional universe proposed by the story. We make use of the discursive categories that the researcher María Claudeville postulated as recurring in the textual structures of the denunciation discourses. These categories are present in the possible world manifested in the story «Agua», in which the existence of a problem and the search for a solution are exposed. Thus, it is shown how a fictitious text can serve as a means to publicize a speech of denunciation.

Resumen La Lingüística del texto propone el estudio de un texto desde un punto de vista global, puesto que concibe a aquel como una unidad coherente, portadora de significado. Desde la perspectiva de aquel campo de estudio, esta investigación tiene como objetivo mostrar de qué modo, en el cuento «Agua» de José María Arguedas, subyace una superestructura textual correspondiente a un discurso de denuncia, que se hace ostensible en los elementos que forman parte del universo ficticio propuesto por el relato. Hacemos uso de las categorías discursivas que la investigadora María Claudeville postuló como recurrentes en las estructuras textuales de los discursos de denuncia. Dichas categorías se hacen presentes en el mundo posible manifestado en el cuento «Agua», en el que se exponen la existencia de un problema y la búsqueda de una solución. Se muestra, así, cómo un texto ficticio puede servir como medio para dar a conocer un discurso de denuncia.

RESUMO Introdução: Durante a ditadura militar no Chile, houve mudanças sociais na política de segurança social que significaram perseguição, tortura e morte de milhares de pessoas, uma situação que levou à criação da Vicaría de la Solidaridad, que implementou diferentes programas, incluindo a saúde. Objetivo: Revelar o papel social da enfermagem profissional na Vicaría de la Solidaridad no Chile, 1976-1992. Metodologia: Pesquisa qualitativa, desenho de história de vida, com entrevistas em profundidade com cinco enfermeiras e um enfermeiro, membros da Vicaría, selecionadas por amostragem propositada. A teoria de Margaret Newman foi utilizada como base teórica. Foi realizada uma análise textual e conceptual. As implicações éticas e o consentimento informado foram cumpridos. Resultados: Desvelam-se as meta-categorias: a)função assistencial, b)função educativa, c)função administrativa e d)função pesquisa. Discussão: A essência social da enfermagem é a execução de ações condizentes com o contexto em que se encontra, favorecendo a proteção e a valorização da dignidade humana. Há coerência entre os resultados obtidos e a literatura sobre o tema proposto. Conclusão: As enfermeiras caracterizaram-se por possuir um profundo compromisso social e dever ético, bem como habilidades de observação, coordenação, análise, liderança e toma-da de decisão, o que as transformou em agentes de câmbio da população. Este estudo abre uma linha de pesquisa sobre a história da enfermagem no Chile e sua ação social em tempos de crise.

ABSTRACT Introduction: During the Chilean military dictatorship there were social changes in the social security politics which led to persecutions, tortures, and the death of thousands of people. A consequence of this situation was the creation of an organization called Vicaría de la Solidaridad which implemented diverse programs in the area of health. Objective: To unveil the social role of professional nursing within the Vicaría de la Solidaridad, Chile 1976-1992. Methodology: This is a qualitative research with a history of life design which used in depth interviews to five female nurses and one male nurse of the Vicaría, and which were intentionally selected. The theory of Margaret Newman was used as the theoretical foundation. A text and concept analysis was carried out. Ethical requirements were fulfilled, and the information consent from the participants was obtained. Results: From the analysis, the following categories emerged: a)function of assistance; b)function of education; c)function of management; and d) function of research. Discussion: The social essence of nursing includes carrying out context mediated actions aimed at favoring the protection and enhancement of human dignity. Coherence was found between the findings of this study and the literature on the topic. Conclusion: Nurses were characterized by their profound social compromise and sense of ethical duty. Nurses counterweighted the social problems during those years using their skills of observation, coordination, analysis, leadership, and decision-making. This study opens a research line on the history of nursing in Chile and its actions during times of crisis.

RESUMEN Introducción: Durante la dictadura militar en Chile hubo cambios sociales en la política de seguridad social que significaron persecuciones, torturas y muerte de miles de personas, situación que impulsó la creación de la Vicaría de la Solidaridad, la cual implementó distintos programas dentro de los cuales estuvo el área de salud. Objetivo: Develar el rol social de la enfermería profesional en la Vicaría de la Solidaridad en Chile, años 1976-1992. Metodología: Investigación cualitativa, diseño historia de vida, con entrevistas en profundidad a cinco enfermeras y un enfermero, integrantes de la Vicaría, seleccionados por muestreo intencionado. Como sustento teórico, se utilizó la Teoría de Margaret Newman. Se realizó análisis textual y conceptual. Se cumplieron las implicancias éticas y consentimiento informado. Resultados: Se develan las metacategorías: a)función asistencial, b)función educativa, c)función administrativa y, d)función investigación. Discusión: La esencia social de la enfermería es la ejecución de acciones coherentes con el contexto en el que se encuentra para favorecer la protección y engrandecimiento de la dignidad humana. Existe coherencia entre los resultados obtenidos y la literatura sobre el tema propuesto. Conclusión: Las enfermeras se caracterizaron por poseer un profundo compromiso social y deber ético, así como habilidades de observación, coordinación, análisis, liderazgo y toma de decisiones, que las transformaron en agentes de cambio en la población. Este estudio abre una línea de investigación sobre la historia de la enfermería en Chile y su acción social en momentos de crisis.

Does a lack of coherence always render a text "unreadable" or "unintelligible"? In this essay, I explore the relationships between three of De Beaugrande and Dressler's standards of textuality: cohesion, coherence, and intertextuality (considered more narrowly here in the form of allusion). I consider examples of textual allusion that readers have considered surprising, incongruous, or incoherent. I conclude that in some cases, there is reason to believe ancient Israelite writers employed allusion in such a way as to create incongruity and incoherence at local text-segment levels while creating a coherent argument at larger text-segment levels. In these cases, at least, the text is still "readable."

Abstract: The development of analytical writing requires mastery of specialized linguistic forms and functions. Students of all educational levels have problems with the organization of information and the use of specific formal resources. We focus on intra-sentential connectives and discourse markers that contribute to text cohesion and guide the logicalsemantic relationships between units of discourse, as they are considered predictors of writing development and indicators of text quality. We analyze the texts produced by 128 Catalan high school and university students in order to identify the difficulties they have in establishing connectivity and defining developmental trajectories. The texts were produced after implementing a didactic sequence on academic writing. We examine the repertoire of markers (conjunctions, parenthetical markers, lexical markers) and the discursive functions they perform (propositional, structural, modal). The results show differences between the two groups in the use of conjunctions, which are used more frequently by high school students, and parenthetical markers, which are more commonly used by university students. With regard to discourse functions, differences between the groups also appear in modal markers. The structural efficacy and coherence of a text are related to proficient use of connectivity markers, their function within a text, and the expression of the writer’s stance. The use of structural markers is uncommon for both groups, but university students are more willing to use them in order to express their stance.

Resumen: Estudiantes de todos los niveles muestran problemas con ciertas convenciones del discurso escrito consideradas indicadoras de desarrollo y predictoras de la calidad de los textos: la organización de la información y el uso de recursos específicos. El uso de conectores y marcadores discursivos contribuye a la cohesión del texto y guía la interpretación de las relaciones entre sus componentes. Analizamos los textos analíticos en catalán de 128 alumnos de secundaria y universitarios para identificar las dificultades y las trayectorias evolutivas en la conexión intra e interoracional. Los textos fueron producidos tras aplicar una secuencia didáctica sobre escritura académica. Examinamos el repertorio de marcas de conexión (conjunciones, marcadores parentéticos, marcadores léxicos) y las funciones que desempeñan (proposicional, estructural, modal). Las diferencias entre grupos aparecen 1) en el uso de conjunciones, más empleadas en secundaria, y marcadores parentéticos, en universitarios, y 2) en las funciones de marcadores modales que expresan el posicionamiento del autor. La coherencia de los textos depende del uso de marcas de conexión, su función en la estructura textual y el posicionamiento del autor. Aunque las marcas de conexión interoracional de adolescentes y adultos son escasas, la expresión del posicionamiento discursivo por medio de marcadores modales sí evoluciona.

RESUMO Objetivo Investigar a eficácia de uma proposta de intervenção baseada em leitura compartilhada de histórias para a compreensão leitora, narrativa escrita e leitura/escrita de palavras. Método 44 crianças divididas em dois grupos, segundo o desempenho destas em uma prova de compreensão leitora – G1: crianças com dificuldade em compreensão leitora; G2: sem dificuldades. Todas as crianças foram avaliadas em relação à leitura e escrita de palavras isoladas, compreensão leitora de frases e narrativa escrita. Após avaliação as crianças do G1 participaram de um programa de intervenção (15 encontros) que estimulava a leitura compartilhada de histórias. Após a intervenção todas as crianças (G1 e G2) foram reavaliadas. Os resultados foram comparados intra e intergrupos, sendo aplicados testes estatísticos pertinentes, adotando o nível de significância menor que 0,05. Resultados Após o programa de intervenção as crianças do G1 apresentaram melhora significativa nas variáveis avaliadas. Na análise intergrupos, no momento da avaliação, G1 era diferente do G2 em leitura/escrita, compreensão leitora, capacidade julgar corretamente os verbos e em coerência textual. Na reavaliação, G1 se igualou ao G2 em coerência textual e, se aproximou do G2 em leitura/escrita de apalvras isoladas e compreensão leitora. Conclusão A leitura compartilhada de histórias promoveu o desenvolvimento das habilidades de baixo e alto nível de leitura e escrita, sendo mais eficaz para as estratégias de alto nível (exemplo, narrativa escrita). Sugere-se que, para questões ortográficas, um programa específico para este aspecto seja associado.

ABSTRACT Purpose to investigate the effectiveness of an intervention proposal based on shared story reading for reading comprehension, written narrative and word reading/writing. Methods 44 children were divided into two groups according to their performance in a reading comprehension test – The first group, G1, consisted of children with reading comprehension difficulty, and the second, G2, consisted of children who did not have difficulties. All children were evaluated regarding reading/writing isolated words, reading comprehension of sentences, and written narrative. After this evaluation, G1 children participated in an intervention program (15 meetings) that stimulated shared story reading. After this intervention, all children were reevaluated. Intra- and intergroup data were analyzed statistically by applying appropriate statistical tests, with the level of significance set at >0.05%. Results after the intervention program, G1 children showed significant improvement in the variables evaluated. In the intergroup analysis, at the time of evaluation, G1 differed from G2 in reading/writing, reading comprehension, ability to correctly judge the verbs, and in textual coherence. At reassessment, G1 matched G2 in textual coherence and approached G2 in reading/writing isolated words and reading comprehension. Conclusion shared story reading promoted the development of low and high level reading and writing skills, being more effective for high-level strategies (example: written narrative). It is suggested that a specific program for orthographic questions be associated.

According to St. Augustine's (354-430) literal reading of the myth of Adam's "fall", sin is transmitted to all humanity and leaves an uncontrollable inclination to sin. Salvation from this "original sin" can be achieved only by the grace of God, but the grace of God was mediated exclusively by the orthodox Roman church through the administration of the sacraments. One of the so-called "heretics" who was prepared to speak out against this authoritarian form of church "orthodoxy" was the Celtic monk Pelagius (360-c.420). He denied that sin is transmitted at birth. He claimed that sin was the result of an act of the will, choosing evil over good - and that divine grace cannot perfect humankind's sanctity without the exercise of one's own free will. Even though science and biblical textual criticism have prompted a new search for coherence between modernity and the life, death, and resurrection of Jesus Christ, some or other form of the doctrine of original sin is still being propounded in most Christian denominations today. In view of the tragic baggage that Christianity must bear, the question is raised regarding whether Pelagius's insistence on the choice to exercise free will for good through a Christ-like life would not have led to a more psychologically healthy and effective Christianity? This article employs a History-of-Religion's methodology to probe the politico-cultural historical context during St. Augustine's lifetime to understand how it came about that the doctrine of original sin was established. This article hypothesizes that the possibility (as claimed by Rowan Williams) of a "normative" Christianity containing "an interwoven plurality of perspectives on what was transacted in Jerusalem " is only achievable if the pre-Darwinian doctrine of inborn sin is relinquished in favour of Pelagius's insistence on accountability through an effort of will for good sustained by the grace of God.

ABSTRACT The work focuses its attention on theoretical and practical aspects to be taken into account when addressing a type of grammatical structure that is frequently used in the written discourse: the uniting resources, specifically the reformulators of the information, particularly in scientific texts. Each of them are very valuable resources that allow to make known truthful, objective, concise and accurate information, as well as to constitute a work tool to construct texts coherent writings. They have peculiar characteristics, which, when analyzed from the semantic, syntactic and pragmatic dimensions, allow to fulfill the demands of the discourse according to the textual typology.

RESUMEN El trabajo centra su atención en aspectos teóricos y prácticos a tener en cuenta al abordar un tipo de estructura gramatical que se usa con frecuencia en el discurso escrito: los recursos cohesionadores, específicamente los reformuladores de la información, particularmente en textos científicos. Cada uno de ellos constituyen recursos muy valiosos que permiten dar a conocer información veraz, objetiva, concisa y precisa, además de constituir herramienta de trabajo para construir textos escritos coherentes. Poseen características peculiares, que al ser analizadas desde las dimensiones semántica, sintáctica y pragmática, permiten cumplir con las exigencias del discurso según la tipología textual.