Íris Susana Pires Pereira
Biographic Data
| ID | 1613528 |
|---|---|
| NAME | Íris Susana Pires Pereira |
| GIVEN NAMES | Íris Susana Pires |
| FAMILY NAME | Pereira |
| SIGNATURE | PEREIRA Í S P |
| AFFILIATIONS | University of Minho |
| ORCID | 0000-0003-0647-2319 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The Use of Digital Tools to Enhance Writing in Primary School Through Hybrid Practices
This study explores the writing practices fostered by digital tools and the characteristics of the resulting narratives. Conducted with 64 students (ages 7-10) from second and fourth grades across public and private schools, the research employed a multisite qualitative methodology, including observations, student writings, and teacher interviews. Results revealed that the tools supported both writing to learn and learning to write practices. Nar…
Wordless Picturebooks as Resources for the Construction of the Pedagogy of Multiliteracies. The Case of Migrants, by Issa Watanabe
This article presents the study of Migrants (2019), a wordless picturebook by Peruvian author Issa Watanabe, developed to answer the following research question: To what extent can this visual text become a resource for the learning of multiliteracies? A visual discourse analysis of the narrative was performed, focusing on the identification of key meanings and semiotic resources used in their visual construction. Our findings unveil the prominen…
Enhancing student teachers’ epistemology of reflective practice while still at the university
This article reports research evidence of the enhancement of student teachers’ epistemology of reflective practice through their participation in a formative strategy developed in the context of the Bologna Process in Portugal. Building on Schön’s conceptualisation of the education of the reflective practitioner, articulated with concepts such as pedagogical content knowledge, approximations to core teaching practices, epistemology of reflective …
Story Apps as Didactic Multimodal Resources for Multiliteracies Practices
This article aims to contribute to the understanding of the use of interactive story apps as didactic resources for fostering the learning and teaching of multiliteracies. It presents the multimodal discourse analysis of an interactive story app showing a dense net of intermodal meaning relations, such as convergence, complementarity, and divergence, in the representation of ideational and interpersonal meanings. The results allow the characteriz…
Constructing the pedagogy of multiliteracies. The role of focalisation in the development of critical analysis of multimodal narratives
This paper aims to contribute to the construction of multiliteracies pedagogy. We argue that the analysis of focalisation is an essential dimension in multiliteracies pedagogy aimed at promoting the development of critical analysis of multimodal narratives. Our point is sustained by a case study of focalisation in an animated narrative comprising a hybrid multimodal text offered for students learning about refugees in a public digital platform. W…
Initial teacher education after the Bologna process
We present the perspectives of Portuguese pre-service teachers about a formative strategy developed to promote learning about language and literacy education. The strategy was underpinned by theories about the pedagogical content knowledge (PCK), rehearsed (or simulated) agency, the epistemology of reflective practise and assessment for learning. It was implemented during a whole semester, after which pre-service teachers answered to a questionna…
La construcción del posicionamiento lector en una narrativa digital interactiva. Una discusión a la luz de la teoría de las multiliteracidades
En este artículo nos proponemos realizar una aportación a la caracterización de la multimodalidad de los textos digitales, específicamente en lo que se refiere a la comprensión de cómo funcionan las modalidades de representación en la construcción del posicionamiento lector en una narración digital interactiva. Presentamos el análisis del discurso multimodal de los significados construidos en una storyapp cuyo objetivo es promover el diálogo inte…
Meeting the Challenges of Designing Multimodal Texts to Promote Multiliteracies Pedagogy
This article aims to add to the understanding of the challenges involved in designing digital texts to promote multiliteracies pedagogy. A multiliteracies approach calls for multimodal meaning-making and cultural diversity to be integrated into new school curriculum content, and accordingly, we analyse an interactive children’s story app, named Mobeybou in Brazil. The research question addressed was: what can we learn about the design of multimod…
Teacher Education during the Covid-19 Lockdown
This paper examines preservice teachers’ perspectives on assessment feedback developed in a teacher education course during the first lockdown due to the COVID-19 pandemic. As initially negotiated with students, feedback was learner-centred and involved a formative intervention approach applied iteratively by the teacher educator over the course of one semester. Although such feedback was initially face-to-face, it had to be given exclusively onl…
Para uma pedagogia da leitura realizada on-line
O principal propósito deste artigo é o de evidenciar a necessidade da implementação de uma pedagogia específica da leitura realizada na internet com vista à construção de conhecimento. Situo genericamente esta ideia na teoria dos multiletramentos e arrolo três argumentos. Em primeiro lugar, apresento dados referentes à leitura on-line realizada por crianças e adolescentes, que, entre outros aspetos, revelam que estes sujeitos realizam com frequên…
Elementary students’ perspectives on a curriculum for literacy education
This article arises out of an initiative to implement a curriculum designed to enhance the literacy learning of elementary school children in Portugal. Researchers explored students’ perspectives about the experienced curriculum through the enactment of group interviews. Thematic analysis of the conversations revealed positive opinions and feelings about the learning experience. It further showed students’ representations about the experienced cu…
Para a Caraterização do Ensino e da Aprendizagem da Gramática em Portugal
O principal objetivo deste texto consiste em investigar de que forma, no contexto educativo português das últimas duas décadas, marcado por uma rápida sucessão de normativos curriculares relativos à educação linguística, o ensino gramatical é percecionado pelos professores do 1.o e do 2.o Ciclo do Ensino Básico, graus de ensino correspondentes aos primeiros seis anos de escolaridade (séries iniciais) do Ensino Fundamental.Situando-nos no quadro d…
O princípio de prática situada na aprendizagem da literacia
O artigo resulta de uma investigação realizada no âmbito de uma iniciativa governamental destinada a melhorar os níveis de literacia nas séries iniciais do ensino fundamental em Portugal. A investigadora estudou as representações dos alunos sobre essa experiência por meio da realização de entrevistas em grupo. Este artigo analisa os dados referentes às representações dos alunos sobre uma das dimensões pedagógicas centrais da aprendizagem da liter…
Sobre a formação do professor alfabetizador
http://dx.doi.org/10.5007/2175-795X.2015v33n1p231Neste texto recuperamos o quadro teórico proposto por Lee S. Shulman para dar resposta à seguinte questão: Qual o conhecimento de base do professor alfabetizador? A partir desta questão, entende-se que o ensino da alfabetização implica a convocação e a operacionalização de conhecimentos de diferentes naturezas, alguns dos quais subinvestigados e, por isso mesmo, ainda dependentes das intuições e pr…
Turning Ideologies Inside Out
This article is located at the crossroads between two distinctive human traits, empathy and rational thought, with narrative emerging as a particularly powerful means to enable young readers to bring them together. Specifically, we discuss the role that critical literary exegesis plays in the development of empathic consciousness in literary readers. The discussion is conducted through the critical narrative discourse analysis of a short story th…
Language, Experience and Professional Learning (What Walter Benjamin Can Teach Us)
This essay raises questions about how language educators might construct and further develop their epistemology of practice in and through the situations in which they work from day to day. The occasion for this paper is our work as guest editors of a special issue of L-1: Educational Studies in Language and Literature, when we invited L1 teachers to reflect on the role that language plays in their professional learning, whether it be in the form…
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Language, Experience and Professional Learning (What Walter Benjamin Can Teach Us)
This essay raises questions about how language educators might construct and further develop their epistemology of practice in and through the situations in which they work from day to day. The occasion for this paper is our work as guest editors of a special issue of L-1: Educational Studies in Language and Literature, when we invited L1 teachers to reflect on the role that language plays in their professional learning, whether it be in the form…
Turning Ideologies Inside Out
This article is located at the crossroads between two distinctive human traits, empathy and rational thought, with narrative emerging as a particularly powerful means to enable young readers to bring them together. Specifically, we discuss the role that critical literary exegesis plays in the development of empathic consciousness in literary readers. The discussion is conducted through the critical narrative discourse analysis of a short story th…
Sobre a formação do professor alfabetizador
http://dx.doi.org/10.5007/2175-795X.2015v33n1p231Neste texto recuperamos o quadro teórico proposto por Lee S. Shulman para dar resposta à seguinte questão: Qual o conhecimento de base do professor alfabetizador? A partir desta questão, entende-se que o ensino da alfabetização implica a convocação e a operacionalização de conhecimentos de diferentes naturezas, alguns dos quais subinvestigados e, por isso mesmo, ainda dependentes das intuições e pr…
Para a Caraterização do Ensino e da Aprendizagem da Gramática em Portugal
O principal objetivo deste texto consiste em investigar de que forma, no contexto educativo português das últimas duas décadas, marcado por uma rápida sucessão de normativos curriculares relativos à educação linguística, o ensino gramatical é percecionado pelos professores do 1.o e do 2.o Ciclo do Ensino Básico, graus de ensino correspondentes aos primeiros seis anos de escolaridade (séries iniciais) do Ensino Fundamental.Situando-nos no quadro d…
O princípio de prática situada na aprendizagem da literacia
O artigo resulta de uma investigação realizada no âmbito de uma iniciativa governamental destinada a melhorar os níveis de literacia nas séries iniciais do ensino fundamental em Portugal. A investigadora estudou as representações dos alunos sobre essa experiência por meio da realização de entrevistas em grupo. Este artigo analisa os dados referentes às representações dos alunos sobre uma das dimensões pedagógicas centrais da aprendizagem da liter…
Elementary students’ perspectives on a curriculum for literacy education
This article arises out of an initiative to implement a curriculum designed to enhance the literacy learning of elementary school children in Portugal. Researchers explored students’ perspectives about the experienced curriculum through the enactment of group interviews. Thematic analysis of the conversations revealed positive opinions and feelings about the learning experience. It further showed students’ representations about the experienced cu…
Para uma pedagogia da leitura realizada on-line
O principal propósito deste artigo é o de evidenciar a necessidade da implementação de uma pedagogia específica da leitura realizada na internet com vista à construção de conhecimento. Situo genericamente esta ideia na teoria dos multiletramentos e arrolo três argumentos. Em primeiro lugar, apresento dados referentes à leitura on-line realizada por crianças e adolescentes, que, entre outros aspetos, revelam que estes sujeitos realizam com frequên…
Teacher Education during the Covid-19 Lockdown
This paper examines preservice teachers’ perspectives on assessment feedback developed in a teacher education course during the first lockdown due to the COVID-19 pandemic. As initially negotiated with students, feedback was learner-centred and involved a formative intervention approach applied iteratively by the teacher educator over the course of one semester. Although such feedback was initially face-to-face, it had to be given exclusively onl…
Constructing the pedagogy of multiliteracies. The role of focalisation in the development of critical analysis of multimodal narratives
This paper aims to contribute to the construction of multiliteracies pedagogy. We argue that the analysis of focalisation is an essential dimension in multiliteracies pedagogy aimed at promoting the development of critical analysis of multimodal narratives. Our point is sustained by a case study of focalisation in an animated narrative comprising a hybrid multimodal text offered for students learning about refugees in a public digital platform. W…
Initial teacher education after the Bologna process
We present the perspectives of Portuguese pre-service teachers about a formative strategy developed to promote learning about language and literacy education. The strategy was underpinned by theories about the pedagogical content knowledge (PCK), rehearsed (or simulated) agency, the epistemology of reflective practise and assessment for learning. It was implemented during a whole semester, after which pre-service teachers answered to a questionna…
La construcción del posicionamiento lector en una narrativa digital interactiva. Una discusión a la luz de la teoría de las multiliteracidades
En este artículo nos proponemos realizar una aportación a la caracterización de la multimodalidad de los textos digitales, específicamente en lo que se refiere a la comprensión de cómo funcionan las modalidades de representación en la construcción del posicionamiento lector en una narración digital interactiva. Presentamos el análisis del discurso multimodal de los significados construidos en una storyapp cuyo objetivo es promover el diálogo inte…
Meeting the Challenges of Designing Multimodal Texts to Promote Multiliteracies Pedagogy
This article aims to add to the understanding of the challenges involved in designing digital texts to promote multiliteracies pedagogy. A multiliteracies approach calls for multimodal meaning-making and cultural diversity to be integrated into new school curriculum content, and accordingly, we analyse an interactive children’s story app, named Mobeybou in Brazil. The research question addressed was: what can we learn about the design of multimod…
Enhancing student teachers’ epistemology of reflective practice while still at the university
This article reports research evidence of the enhancement of student teachers’ epistemology of reflective practice through their participation in a formative strategy developed in the context of the Bologna Process in Portugal. Building on Schön’s conceptualisation of the education of the reflective practitioner, articulated with concepts such as pedagogical content knowledge, approximations to core teaching practices, epistemology of reflective …
Story Apps as Didactic Multimodal Resources for Multiliteracies Practices
This article aims to contribute to the understanding of the use of interactive story apps as didactic resources for fostering the learning and teaching of multiliteracies. It presents the multimodal discourse analysis of an interactive story app showing a dense net of intermodal meaning relations, such as convergence, complementarity, and divergence, in the representation of ideational and interpersonal meanings. The results allow the characteriz…
Wordless Picturebooks as Resources for the Construction of the Pedagogy of Multiliteracies. The Case of Migrants, by Issa Watanabe
This article presents the study of Migrants (2019), a wordless picturebook by Peruvian author Issa Watanabe, developed to answer the following research question: To what extent can this visual text become a resource for the learning of multiliteracies? A visual discourse analysis of the narrative was performed, focusing on the identification of key meanings and semiotic resources used in their visual construction. Our findings unveil the prominen…
The Use of Digital Tools to Enhance Writing in Primary School Through Hybrid Practices
This study explores the writing practices fostered by digital tools and the characteristics of the resulting narratives. Conducted with 64 students (ages 7-10) from second and fourth grades across public and private schools, the research employed a multisite qualitative methodology, including observations, student writings, and teacher interviews. Results revealed that the tools supported both writing to learn and learning to write practices. Nar…
Sociology (13 works) · Pedagogy (12 works) · Psychology (10 works) · Literacy, Media, and Education (8 works) · Philosophy (8 works) · Digital Storytelling and Education (7 works) · Humanities (6 works) · Computer Science (5 works) · Mathematics education (5 works) · Art (4 works)