Palavras-chave
Ciência cidadã
Culturas escritas
Trajetórias texucríticas
Linguagem científica
Borboleta-monarca
Estudos culturais da ciência
Culturas escritas
Trajetórias texucríticas
Linguagem científica
Borboleta-monarca
Estudos culturais da ciência
Como Citar
MÉNDEZ, Roberto; KALMAN, Judith. Textos voadores: produção e trajetórias de relatórios escritos sobre a migração da borboleta monarca. Trabalhos em Linguística Aplicada, Campinas, SP, v. 59, n. 1, p. 296–329, 2020. Disponível em: https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8657231. Acesso em: 26 abr. 2024.
Resumo
Registros escritos e relatórios de participantes de programas de ciência cidadã têm sido valorizados com base em critérios de confiabilidade e validade científica que muitas vezes invalidam a natureza contextual de sua escrita. De uma perspectiva etnográfica baseada nos Novos Estudos da Cultura Escrita analisamos os processos de produção e trajetórias texais de relatos de dois cidadãos em um programa de ciência cidadã que monitora a migração da borboleta-monarca no México prestando atenção à forma como os participantes elaboram seus textos, os recursos materiais e linguísticos aos quais eles têm acesso , a forma como seus escritos são construídos, bem como a concepção dos autores da produção de documentos escritos. Reconstruímos a trajetória de cada texto seguindo os escritos de sua produção, as atividades sociais que os autores realizam com esses materiais, a forma como se movem e modificam de um contexto para outro, os atores envolvidos nesses processos e os significados em torno de sua produção e trajetória. Através de três categorias (textos ideais, textos de ponte e textos globais) mostramos que em sua produção e trajetória textual há um discurso normativo muito presente (Gee, 2007) sobre o que é pesquisa e conhecimento científico, e que na obtenção de impactos na forma de escrever sobre a migração da borboleta-monarca.
Referências
ACEVES-BUENO, E., ADELEYE, A., FERAUD, M., HUANG, Y., TAO, M., YANG, Y., & ANDERSON, S. (2017). The Accuracy of Citizen Science Data: A Quantitative Review. Bulletin of the Ecological Society of America, 98(4), 278-290.
BARTON, D. (1994). Literacy. An introduction to the ecology of written language. Oxford: Blackwell.
BARTON, D., & HALL, N. (1999). Letter Writting as a Social Practice. Amsterdam: John Benjamins Publishing Company.
BARTON, D., & HAMILTON, M. (1998). Local literacies: Reading and writing in one community: Routledge.
BARTON, D., & PAPEN, U. (2010). What Is the Anthropology of Writing? En D. Barton & U. Papen (Eds.), The Anthropology of Writing. Understanding Textually-Mediated Worlds. Londres: Continuum.
BAZERMAN, C. (1988). Shaping written knowledge: The genre and actitivy of the experimental article in science (Vol. 356). Madison: University of Wisconsin Press.
BAZERMAN, C. (2003). Speech acts, genres, and activity systems: How texts organize activity and people. En: C. Bazerman & P. Prior (Eds.), What writing does and how it does (pp. 315-346). Mahwah, New Jersey: Routledge.
BLOMMAERT, J. (2005). Discourse: A critical introduction: Cambridge University Press.
BLOMMAERT, J. (2008). Grassroots literacy. Writing, Identity and Voice in Central Africa. New York: Routledge.
BLOMMAERT, J. (2013a). Ethnography, superdiversity and linguistic landscapes: Chronicles of complexity (Vol. 18). Bristol, Buffalo y Toronto Multilingual Matters.
BLOMMAERT, J. (2013b). Writing as a sociolinguistic object. Journal of Sociolinguistics, 17(4), 440-459.
BLOMMAERT, J., & JIE, D. (2010). Ethnographic fieldwork: a beginner´s guide. Bristol: Multilingual Matters.
BONNEY, R., COOPER, C., DICKINSON, J., KELLING, S., PHILLIPS, T., ROSENBERG, K., & SHIRK, J. (2009). Citizen Science: A Developing Tool for Expanding Science Knowledge and Scientific Literacy. BioScience, 59(11), 977-984.
BRANDT, D., & CLINTON, K. (2002). Limits of the local: Expanding perspectives on literacy as a social practice. Journal of Literacy Research, 34(3), 337-356.
CATLIN-GROVES, C. L. (2012). The citizen science landscape: from volunteers to citizen sensors and beyond. International Journal of Zoology, 2012.
CLARK, R., & IVANIČ, R. (1997). The politics of writing. Londres y Nueva York: Routledge.
CONRAD, C. C., & HILCHEY, K. G. (2011). A review of citizen science and community-based environmental monitoring: issues and opportunities. Environmental Monitor Assessment, 176(1-4), 273-291.
DEVICTOR, V., WHITTAKER, R. J., & BELTRAME, C. (2010). Beyond scarcity: citizen science programmes as useful tools for conservation biogeography. Diversity and distributions, 16(3), 354-362.
DICKINSON, J., & BONNEY, R. (2012). Why Citizen Science? En J. Dickinson & R. Bonney (Eds.), Citizen Science. Public participation in environmental research (pp. 1-14). Ithaca, NY: Cornell University Press.
DICKINSON, J., ZUCKERBERG, B., & BONTER, D. (2010). Citizen science as an ecological research tool: challanges and benefits. Annual Review of Ecology, Evolution and Systematics, 41, 149-172.
DICKINSON, J. L., SHIRK, J., BONTER, D., BONNEY, R., CRAIN, R. L., MARTIN, J., . . . PURCELL, K. (2012). The current state of citizen science as a tool for ecological research and public engagement. Frontiers in Ecology and the Environment, 10(6), 291-297.
EITZEL, M., CAPPADONNA, J. L., SANTOS-LANG, C., DUERR, R. E., VIRAPONGSE, A., WEST, S. E., . . . SFORZI, A. (2017). Citizen science terminology matters: Exploring key terms. Citizen Science: Theory and Practice, 2(1).
FREITAG, A., MEYER, R., & WHITEMAN, L. (2016). Strategies Employed by Citizen Science Programs to Increase the Credibility of Their Data. Citizen Science: Theory and Practice, 1(2), 1-11.
GEE, J. P. (2004). Language in the science classroom: Academic social languages as the heart of school-based literacy Establishing scientific classroom discourse communities: Multiple voices of teaching and learning research: Lawrence Erlbaum Associates.
GEE, J. P. (2007). Social linguistics and literacies: Ideology in discourses: Routledge.
GEE, J. P. (2010). How to do discourse analysis: A toolkit: Routledge.
GUIÉRREZ-RODILLA, B. (2005). El lenguaje de las ciencias. Madrid: Gredos.
HALLIDAY, M., & MATTHIESSEN, C. (2013). Halliday's introduction to functional grammar: Routledge.
HEATH, S. B., & STREET, B. V. (2008). On Ethnography: Approaches to Language and Literacy Research. Language & Literacy (NCRLL): ERIC.
KALMAN, J. (1996). Joint composition: The collaborative letter writing of a scribe and his client in Mexico. Written Communication, 13(2), 190-220.
KALMAN, J. (2003a). El acceso a la cultura escrita: la participación social y la apropiación de conocimientos en eventos cotidianos. Revista Mexicana de Investigación Educativa, VIII(17), 37-66.
KALMAN, J. (2003b). El acceso a la cultura escrita: la participación social y la apropiación de conocimientos en eventos cotidianos de lectura y escritura. Revista Mexicana de Investigación Educativa, 8(17), 37-66.
KALMAN, J. (2003c). Escribir en la plaza. México, D. F: Fondo de Cultura Económica.
KALMAN, J. (2009). San Antonio ¡Me urge!. Preguntas sin respuesta acerca de la especificidad de dominio de los géneros textuales y las prácticas leltradas. In J. Kalman & B. Street (Eds.), Lectura, Escritura y Matemáticas como Prácticas Sociales. México, D. F: CREFAL, Siglo XXI Editores.
KALMAN, J., & RENDÓN, V. (2015). Uso de la hoja de cálculo para analizar dsatos cualitativos. Magis. Revista Internacional de Investigación en Educación, 9(18).
KELL, K. (2009). Situar las prácticas: nuevos estudios de cultura escrita y estudios etnográficos en Sudáfrica. En J. Kalman & B. Street (Eds.), Lectura, Escritura y Matemáticas como Prácticas Sociales (pp. 364-386). México: Siglo XXI.
KOBORI, H., DICKINSON, J., WASHITANI, R., & TATSUYA, A. (2016). Citizen science: a new approach to advance ecology, education and conservation. Ecological research, 31(1), 1-19.
KOSMALA, M., WIGGINS, A., SWANSON, A., & SIMMONS, B. (2016). Assesing data quality in citizen science. Frontiers in Ecology and the Environment, 14(10), 551-560.
KRESS, G. (2000). Desingn and Transformation. New Theories of Meaning. En B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy Learning and the Desing of Social Futures (pp. 149-157): Routledge.
LATOUR, B. (2001). La esperanza de Pandora. Ensayos sobre la realidad de los estudios de la ciencia. Barcelona: Gedisa.
LATOUR, B., & WOOLGAR, S. (1986). Laboratory Life: The Construction of Scientific Facts: Princeton University Press.
LAWRENCE, A., & TURNHOUT, E. (2010). Personal meaning in the public sphere: The standardisation and rationalisation of biodiversity data in the UK and the Netherlands. Journal of Rural Studies, 26(4), 353-360.
LEMKE, J. (1997). Aprender a hablar ciencia. Lenguaje, aprendizaje y valores. Barcelona: Paidós.
LEMKE, J. (1998). Multiplying meaning. Visual and verbal semiotic in scientific text. En J. Martin & R. Veel (Eds.), Reading Science. Londres: Routledge.
LEMKE, J. (2001). Articulating communities: Sociocultural perspectives on Science Education. Journal of Research in Science Teaching, 38(3), 296-316.
LILLIS, T. (2013). Sociolinguistics of writing: Edinburgh University Press.
LILLIS, T. (2017). Resistir regímenes de evaluación en el estudio del escribir: hacia un imaginario enriquecido. Signo y Pensamiento, 36(71).
LILLIS, T., & Maybin, J. (2017). Introduction: The dynamics of textual trajectories in professional and workplace. Text and Talk, 37(4), 409-414.
MAUZ, I., & GRANJOU, C. (2013). A new border zone in science. Collaboration and tensions between modelling ecologists and field naturalists. Science as Culture, 22(3), 314-343.
MÉNDEZ, J. M. (2004). El escrito académico: un tejido de textos múltiples. México, D. F: Universidad Pedagógica Nacional.
MILLER-RUSHING, A., PRIMACK, R., & BONNEY, R. (2012). The history of public participation in ecological research. Frontiers in Ecology and the Environment, 10(6), 285-290.
NOV, O., ARAZY, O., & ANDERSON, D. (2014). Scientist@Home: What Drives the Quantity and Quality of Online Citizen Science Participation? PloS one, 9(4), e90375.
OBERHAUSER, K. (2012). Monitoring Monarchs: Citizen Science and a Charismatic Insect. En J. Dickinson & R. Bonney (Eds.), Citizen Science. Public participation in environmental research (pp. 35-42). Ithaca y Londres: Comstock Publishing Associates.
OBERHAUSER, K., & PRYSBY, M. D. (2008). Citizen science: creating a research army for conservation. American Entomologist, 54(2), 103-104.
OBERHAUSER, K., RIES, L., ALTIZEL, S., BATALDEN, R., KUDELL-EKSTRUM, GARLAN, M., . . . WALTON, D. (2015). Contributions to Monarch Biology and Conservation through Citizen Science: Seventy Years and Counting. En K. Oberhauser, K. Nail, & Altizer (Eds.), Monarchs in a changing world: biology and conservation of an iconic butterfly. Ithaca y Londres: Cornell University Press.
PONTILLE, D. (2010). Updating a biomedical database: writing, reading and invisible contribution. En Barton, D y Papen, U. (ed.)(2010). Anthropology of Writing: Understanding Textually-Mediated Worlds, London, Continuum, 47-66.
RATNIEKS, F., SCHRELL, F., SHHEPARD, R., BROWN, E., BRISTOW, O., & GARBUZOV, M. (2016). Data reliability in citizen science: learning curve and the effects of training method, volunteer background and experience on identification accuracy of insects visiting ivy flowers. Methods in Ecology and Evolution, 7(10), 1226-1235.
REID, G. (2019). Compressing, Expanding, and Attending to Scientific Meaning: Writing the Semiotic Hybrid of Science for Professional and Citizen Scientist. Written Communication, 36(1), 68-98.
ROGOFF, B. (1997). Los tres planos de la actividad sociocultural: apropiación participativa, participación guiada y aprendizaje. En J. Wertsch, P. del Río, & A. Álvarez (Eds.), La mente sociocultural. Aproximaciones teóricas y aplicadas (pp. 111-128). Madrid: Fundación Infancia y Aprendizaje.
SCARBOROUGH, K. (2018). Writing to the World: Letters and the Origins of Modens Print Genre. Baltimore: Johns Hopkins University Press.
STREET, B. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.
STREET, B. (1995). Social Literacies. Critical Approaches to Literacy in Development, Ethnography and Education. Nueva York: Routledge.
STREET, B. (2003). What´s "new" in New Literacy Studies?. Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 77-91.
TRIMBUR, J. (2013). Grassroots literacy and the written record: Asbestos activism in South Africa. Journal of Sociolinguistics, 17(4), 460-487.
TURNHOUT, E., & BOONMAN-BERSON, S. (2011). Databases, scaling practices, and the globalization of biodiversity. Ecology and Society, 16(1).
TURNHOUT, E., WATERTON, C., NEVES, K., & BUIZER, M. (2013). Rethinking biodiversity: from goods and services to “living with”. Conservation Letters, 6(3), 154-161.
VEEL, R. (1997). Learning how to mean-scientifically speaking: apprenticeship into scientific disourse in the secondary school. En F. Christie & J. R. Martin (Eds.), Genre and institutions. Social Process in the Workplace and School. Londres: Continuum.
VETTER, J. (2011). Lay Observers, Telegraph Line, and Kansas Weather: The Field Network as a Mode of Knowledge Production. Science in Context, 24(2), 259-280.
WIGGINS, A., BONNEY, R., GRAHAM, E., HENDERSON, S., KELLING, S., LITTAUER, R., . . . WELTIZIN, J. (2013). Data Management. Guide for Public Participation in Scientific Research. . Albuquerque, NM: DataONE.
WIGGINS, A., NEWMAN, G., STEVENSON, R., & CROWSTONS, K. (2011). Mechanisms for data quality and validation in citizen science. Paper presented at the IEEE Seventh International Conference on e-Science Workshops.
XUE, K. (2014). Popular Science. Harvard Magazine, 54-59.
BARTON, D. (1994). Literacy. An introduction to the ecology of written language. Oxford: Blackwell.
BARTON, D., & HALL, N. (1999). Letter Writting as a Social Practice. Amsterdam: John Benjamins Publishing Company.
BARTON, D., & HAMILTON, M. (1998). Local literacies: Reading and writing in one community: Routledge.
BARTON, D., & PAPEN, U. (2010). What Is the Anthropology of Writing? En D. Barton & U. Papen (Eds.), The Anthropology of Writing. Understanding Textually-Mediated Worlds. Londres: Continuum.
BAZERMAN, C. (1988). Shaping written knowledge: The genre and actitivy of the experimental article in science (Vol. 356). Madison: University of Wisconsin Press.
BAZERMAN, C. (2003). Speech acts, genres, and activity systems: How texts organize activity and people. En: C. Bazerman & P. Prior (Eds.), What writing does and how it does (pp. 315-346). Mahwah, New Jersey: Routledge.
BLOMMAERT, J. (2005). Discourse: A critical introduction: Cambridge University Press.
BLOMMAERT, J. (2008). Grassroots literacy. Writing, Identity and Voice in Central Africa. New York: Routledge.
BLOMMAERT, J. (2013a). Ethnography, superdiversity and linguistic landscapes: Chronicles of complexity (Vol. 18). Bristol, Buffalo y Toronto Multilingual Matters.
BLOMMAERT, J. (2013b). Writing as a sociolinguistic object. Journal of Sociolinguistics, 17(4), 440-459.
BLOMMAERT, J., & JIE, D. (2010). Ethnographic fieldwork: a beginner´s guide. Bristol: Multilingual Matters.
BONNEY, R., COOPER, C., DICKINSON, J., KELLING, S., PHILLIPS, T., ROSENBERG, K., & SHIRK, J. (2009). Citizen Science: A Developing Tool for Expanding Science Knowledge and Scientific Literacy. BioScience, 59(11), 977-984.
BRANDT, D., & CLINTON, K. (2002). Limits of the local: Expanding perspectives on literacy as a social practice. Journal of Literacy Research, 34(3), 337-356.
CATLIN-GROVES, C. L. (2012). The citizen science landscape: from volunteers to citizen sensors and beyond. International Journal of Zoology, 2012.
CLARK, R., & IVANIČ, R. (1997). The politics of writing. Londres y Nueva York: Routledge.
CONRAD, C. C., & HILCHEY, K. G. (2011). A review of citizen science and community-based environmental monitoring: issues and opportunities. Environmental Monitor Assessment, 176(1-4), 273-291.
DEVICTOR, V., WHITTAKER, R. J., & BELTRAME, C. (2010). Beyond scarcity: citizen science programmes as useful tools for conservation biogeography. Diversity and distributions, 16(3), 354-362.
DICKINSON, J., & BONNEY, R. (2012). Why Citizen Science? En J. Dickinson & R. Bonney (Eds.), Citizen Science. Public participation in environmental research (pp. 1-14). Ithaca, NY: Cornell University Press.
DICKINSON, J., ZUCKERBERG, B., & BONTER, D. (2010). Citizen science as an ecological research tool: challanges and benefits. Annual Review of Ecology, Evolution and Systematics, 41, 149-172.
DICKINSON, J. L., SHIRK, J., BONTER, D., BONNEY, R., CRAIN, R. L., MARTIN, J., . . . PURCELL, K. (2012). The current state of citizen science as a tool for ecological research and public engagement. Frontiers in Ecology and the Environment, 10(6), 291-297.
EITZEL, M., CAPPADONNA, J. L., SANTOS-LANG, C., DUERR, R. E., VIRAPONGSE, A., WEST, S. E., . . . SFORZI, A. (2017). Citizen science terminology matters: Exploring key terms. Citizen Science: Theory and Practice, 2(1).
FREITAG, A., MEYER, R., & WHITEMAN, L. (2016). Strategies Employed by Citizen Science Programs to Increase the Credibility of Their Data. Citizen Science: Theory and Practice, 1(2), 1-11.
GEE, J. P. (2004). Language in the science classroom: Academic social languages as the heart of school-based literacy Establishing scientific classroom discourse communities: Multiple voices of teaching and learning research: Lawrence Erlbaum Associates.
GEE, J. P. (2007). Social linguistics and literacies: Ideology in discourses: Routledge.
GEE, J. P. (2010). How to do discourse analysis: A toolkit: Routledge.
GUIÉRREZ-RODILLA, B. (2005). El lenguaje de las ciencias. Madrid: Gredos.
HALLIDAY, M., & MATTHIESSEN, C. (2013). Halliday's introduction to functional grammar: Routledge.
HEATH, S. B., & STREET, B. V. (2008). On Ethnography: Approaches to Language and Literacy Research. Language & Literacy (NCRLL): ERIC.
KALMAN, J. (1996). Joint composition: The collaborative letter writing of a scribe and his client in Mexico. Written Communication, 13(2), 190-220.
KALMAN, J. (2003a). El acceso a la cultura escrita: la participación social y la apropiación de conocimientos en eventos cotidianos. Revista Mexicana de Investigación Educativa, VIII(17), 37-66.
KALMAN, J. (2003b). El acceso a la cultura escrita: la participación social y la apropiación de conocimientos en eventos cotidianos de lectura y escritura. Revista Mexicana de Investigación Educativa, 8(17), 37-66.
KALMAN, J. (2003c). Escribir en la plaza. México, D. F: Fondo de Cultura Económica.
KALMAN, J. (2009). San Antonio ¡Me urge!. Preguntas sin respuesta acerca de la especificidad de dominio de los géneros textuales y las prácticas leltradas. In J. Kalman & B. Street (Eds.), Lectura, Escritura y Matemáticas como Prácticas Sociales. México, D. F: CREFAL, Siglo XXI Editores.
KALMAN, J., & RENDÓN, V. (2015). Uso de la hoja de cálculo para analizar dsatos cualitativos. Magis. Revista Internacional de Investigación en Educación, 9(18).
KELL, K. (2009). Situar las prácticas: nuevos estudios de cultura escrita y estudios etnográficos en Sudáfrica. En J. Kalman & B. Street (Eds.), Lectura, Escritura y Matemáticas como Prácticas Sociales (pp. 364-386). México: Siglo XXI.
KOBORI, H., DICKINSON, J., WASHITANI, R., & TATSUYA, A. (2016). Citizen science: a new approach to advance ecology, education and conservation. Ecological research, 31(1), 1-19.
KOSMALA, M., WIGGINS, A., SWANSON, A., & SIMMONS, B. (2016). Assesing data quality in citizen science. Frontiers in Ecology and the Environment, 14(10), 551-560.
KRESS, G. (2000). Desingn and Transformation. New Theories of Meaning. En B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy Learning and the Desing of Social Futures (pp. 149-157): Routledge.
LATOUR, B. (2001). La esperanza de Pandora. Ensayos sobre la realidad de los estudios de la ciencia. Barcelona: Gedisa.
LATOUR, B., & WOOLGAR, S. (1986). Laboratory Life: The Construction of Scientific Facts: Princeton University Press.
LAWRENCE, A., & TURNHOUT, E. (2010). Personal meaning in the public sphere: The standardisation and rationalisation of biodiversity data in the UK and the Netherlands. Journal of Rural Studies, 26(4), 353-360.
LEMKE, J. (1997). Aprender a hablar ciencia. Lenguaje, aprendizaje y valores. Barcelona: Paidós.
LEMKE, J. (1998). Multiplying meaning. Visual and verbal semiotic in scientific text. En J. Martin & R. Veel (Eds.), Reading Science. Londres: Routledge.
LEMKE, J. (2001). Articulating communities: Sociocultural perspectives on Science Education. Journal of Research in Science Teaching, 38(3), 296-316.
LILLIS, T. (2013). Sociolinguistics of writing: Edinburgh University Press.
LILLIS, T. (2017). Resistir regímenes de evaluación en el estudio del escribir: hacia un imaginario enriquecido. Signo y Pensamiento, 36(71).
LILLIS, T., & Maybin, J. (2017). Introduction: The dynamics of textual trajectories in professional and workplace. Text and Talk, 37(4), 409-414.
MAUZ, I., & GRANJOU, C. (2013). A new border zone in science. Collaboration and tensions between modelling ecologists and field naturalists. Science as Culture, 22(3), 314-343.
MÉNDEZ, J. M. (2004). El escrito académico: un tejido de textos múltiples. México, D. F: Universidad Pedagógica Nacional.
MILLER-RUSHING, A., PRIMACK, R., & BONNEY, R. (2012). The history of public participation in ecological research. Frontiers in Ecology and the Environment, 10(6), 285-290.
NOV, O., ARAZY, O., & ANDERSON, D. (2014). Scientist@Home: What Drives the Quantity and Quality of Online Citizen Science Participation? PloS one, 9(4), e90375.
OBERHAUSER, K. (2012). Monitoring Monarchs: Citizen Science and a Charismatic Insect. En J. Dickinson & R. Bonney (Eds.), Citizen Science. Public participation in environmental research (pp. 35-42). Ithaca y Londres: Comstock Publishing Associates.
OBERHAUSER, K., & PRYSBY, M. D. (2008). Citizen science: creating a research army for conservation. American Entomologist, 54(2), 103-104.
OBERHAUSER, K., RIES, L., ALTIZEL, S., BATALDEN, R., KUDELL-EKSTRUM, GARLAN, M., . . . WALTON, D. (2015). Contributions to Monarch Biology and Conservation through Citizen Science: Seventy Years and Counting. En K. Oberhauser, K. Nail, & Altizer (Eds.), Monarchs in a changing world: biology and conservation of an iconic butterfly. Ithaca y Londres: Cornell University Press.
PONTILLE, D. (2010). Updating a biomedical database: writing, reading and invisible contribution. En Barton, D y Papen, U. (ed.)(2010). Anthropology of Writing: Understanding Textually-Mediated Worlds, London, Continuum, 47-66.
RATNIEKS, F., SCHRELL, F., SHHEPARD, R., BROWN, E., BRISTOW, O., & GARBUZOV, M. (2016). Data reliability in citizen science: learning curve and the effects of training method, volunteer background and experience on identification accuracy of insects visiting ivy flowers. Methods in Ecology and Evolution, 7(10), 1226-1235.
REID, G. (2019). Compressing, Expanding, and Attending to Scientific Meaning: Writing the Semiotic Hybrid of Science for Professional and Citizen Scientist. Written Communication, 36(1), 68-98.
ROGOFF, B. (1997). Los tres planos de la actividad sociocultural: apropiación participativa, participación guiada y aprendizaje. En J. Wertsch, P. del Río, & A. Álvarez (Eds.), La mente sociocultural. Aproximaciones teóricas y aplicadas (pp. 111-128). Madrid: Fundación Infancia y Aprendizaje.
SCARBOROUGH, K. (2018). Writing to the World: Letters and the Origins of Modens Print Genre. Baltimore: Johns Hopkins University Press.
STREET, B. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.
STREET, B. (1995). Social Literacies. Critical Approaches to Literacy in Development, Ethnography and Education. Nueva York: Routledge.
STREET, B. (2003). What´s "new" in New Literacy Studies?. Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 77-91.
TRIMBUR, J. (2013). Grassroots literacy and the written record: Asbestos activism in South Africa. Journal of Sociolinguistics, 17(4), 460-487.
TURNHOUT, E., & BOONMAN-BERSON, S. (2011). Databases, scaling practices, and the globalization of biodiversity. Ecology and Society, 16(1).
TURNHOUT, E., WATERTON, C., NEVES, K., & BUIZER, M. (2013). Rethinking biodiversity: from goods and services to “living with”. Conservation Letters, 6(3), 154-161.
VEEL, R. (1997). Learning how to mean-scientifically speaking: apprenticeship into scientific disourse in the secondary school. En F. Christie & J. R. Martin (Eds.), Genre and institutions. Social Process in the Workplace and School. Londres: Continuum.
VETTER, J. (2011). Lay Observers, Telegraph Line, and Kansas Weather: The Field Network as a Mode of Knowledge Production. Science in Context, 24(2), 259-280.
WIGGINS, A., BONNEY, R., GRAHAM, E., HENDERSON, S., KELLING, S., LITTAUER, R., . . . WELTIZIN, J. (2013). Data Management. Guide for Public Participation in Scientific Research. . Albuquerque, NM: DataONE.
WIGGINS, A., NEWMAN, G., STEVENSON, R., & CROWSTONS, K. (2011). Mechanisms for data quality and validation in citizen science. Paper presented at the IEEE Seventh International Conference on e-Science Workshops.
XUE, K. (2014). Popular Science. Harvard Magazine, 54-59.
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- A publicação se reserva o direito de efetuar, nos originais, alterações de ordem normativa, ortográfica e gramatical, com vistas a manter o padrão culto da língua, respeitando, porém, o estilo dos autores;
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- Os autores mantêm os direitos totais sobre seus trabalhos publicados na Trabalhos de Linguística Aplicada, ficando sua reimpressão total ou parcial, depósito ou republicação sujeita à indicação de primeira publicação na revista, por meio da licença CC-BY;
- Deve ser consignada a fonte de publicação original;
- As opiniões emitidas pelos autores dos artigos são de sua exclusiva responsabilidade.
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