The journal Pandaemonium Germanicum, published since 1997 by the German Area of the Department of Modern Letters of the FFLCH/USP and the Post-Graduate Program in German Language and Literature, comprehends itself as a forum of academic discussion in the Germanistic field covering: German language literature, compared literature and cultural studies related to German-speaking countries, German linguistics, applied and contrastive linguistics (Portuguese/German), teaching of German as a foreign/additional language, and studies on translation logic. Pandaemonium seeks not only to disseminate studies by Germanists from Brazil and abroad, but also to contribute to the dialogue between German studies, other languages and literatures as well as further fields of knowledge. Pandaemonium is an open access journal published semi-annually until 2015 and three times a year from 2016 on. The manuscripts are submitted to double blind peer review. In case of divergent opinions, a third opinion is sought for. Accepted articles are throroughly edited before publishing.
Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas
A Pandaemonium Germanicum adota a política de acesso aberto, conforme a licença BY-NC da Creative Commons.
Poetry in Shards: Expressionism and testimony in August Stramm
This paper investigates a possible articulation between Expressionism and testimony in the lyrical work of the German poet August Stramm (1874–1915). The inquiry is justified by the deep marks left by the experience of war in Stramm’s writings, which come to dominate his poetry thematically while also furthering his formal experimentation – a dimension examined in detail throughout this study. The aim, therefore, is to understand Stramm’s Expressionist lyricism in his final work, Tropfblut (1919), as a poetic testimony to the horrors of the First World War. To this end, the article proposes an analysis of three poems from the book that bear witness through brief yet intense war scenes: Kampfflur (“Battlefield” or “Zona de combate”), Krieggrab (“War Grave” or “Túmulo de guerra”), and Schrapnell (“Shrapnel” or “Projétil”).
Copyright (c) 2026 Pandaemonium Germanicum https://creativecommons.org/licenses/by-nc-nd/4.0
Speaking with an Accent: Identity and Otherness in the Migratory Contexts of Brazilians in Germany
This article presents an ongoing investigation about how Brazilian migrants perceive the reception of their accents when speaking German, focusing on nursing professionals who have moved to Germany over the past decade. Drawing on sociolinguistics of contact and glottopolitical studies, the research examines accent as a social and symbolic phenomenon that intertwines language, identity, and power. Methodologically, the study adopts a qualitative and interpretive approach, based on semi-structured interviews and thematic analysis of personal narratives. Building on authors such as Selinker, Labov, Bourdieu, Revuz, Blanchet, and Paviani, it discusses how phonetic difference is socially perceived and evaluated, exposing the ambivalence between stigmatization and recognition. The findings indicate that accent functions simultaneously as a marker of belonging and a potential source of discrimination, influencing processes of integration and self-perception among speakers. By conceiving accent as a site of listening and recognition, the study advances an ethical reflection on the act of listening in intercultural interactions, arguing that the appreciation of linguistic diversity is essential for a more just and inclusive language education.
Copyright (c) 2025 Pandaemonium Germanicum https://creativecommons.org/licenses/by-nc-nd/4.0
Female Migrant Entrepreneurship and Brazilian Culture as a CompetitiveAsset: Trajectories of Brazilian Women Entrepreneurs in Germany
This article examines the entrepreneurial trajectories of Brazilian women in Germany, outlining their profiles, migratory and business motivations, the incorporation of Brazilian cultural elements into market strategies, and the institutional obstacles they face. To operationalize the research, data were drawn from a survey completed by 652 Brazilian immigrants residing in Germany, recruited through Facebook groups dedicated to the Brazilian community in the country, as well as from semi-structured interviews with 14 entrepreneurs. Anchored in the mixed embeddedness framework, the study discusses how these women entrepreneurs build their businesses by mobilizing aspects of Brazilian culture, thereby contributing to contemporary Brazil–Germany relations. The findings reveal that Brazilian cultural identity is transformed into a competitive asset, although constrained by barriers related to bureaucracy, financing, and social capital. These results suggest the need for targeted public policies and support networks tailored to this group.
Dossier: Relations between Brazil and German speaking countries at the beginning of the 21st century
Cooperation as a resource and research space in German as a Foreign and Additional Language in Latin America
This article opens and conceptually frames the thematic dossier on German as a Foreign and Additional Language (GFL/GAL) in Latin America, with the aim of giving visibility to cooperation cooperation not only as an organisational perspective, but also as a didactic and epistemic resource for innovation, knowledge circulation and professionalisation. Situated within multilingual and historically shaped educational landscapes, the contributions bring together theoretical reflections and empirical studies from diverse institutional and disciplinary contexts. The articles engage with cooperative models of teacher education, the integration of theory, teaching and research practice, the development of locally situated teaching materials, and the critical use of digital technologies. Taken together, the dossier goes beyond a descriptive overview of individual projects and opens up a research space in which German as an Additional Language in Latin America can be understood as a collaboratively produced field of practice and knowledge, decoupled from exclusively centre-oriented transfer models.
Dossier: Cooperation and Innovative Approaches in the Teaching and Training of German as a Foreign/Additional Language Teachers in Latin America
German as an Additional Language (GAL) and Foreign Language (GFL)
"Que tal a Alemanha?" Migração familiar e projetos de educação da prole: o que os números nos permitem imaginar?
O artigo se debruça sobre algumas características do perfil demográfico da população brasileira na Alemanha, que vem passando por alterações em direção a um perfil de migração laboral altamente qualificada. Examino indícios estatísticos de que tais alterações possam estar parcialmente fundadas em projetos de migração familiar e em estratégias de formação escolar da prole, aspectos ainda pouco conhecidos desse contexto migratório. Interpreto dados demográficos dessa população relativos à sua composição de gênero, ao estado civil e às entradas anuais divididas por idades. Interpreto ainda a evolução no número de matrículas de crianças brasileiras nos diferentes tipos de escola do sistema escolar alemão. As variáveis observadas indicam: 1) constante diminuição da taxa de feminização; 2) diminuição abrupta do percentual de mulheres casadas com pessoas de nacionalidade alemã; 3) diminuição percentual de homens solteiros; 4) aumento de entradas nas faixas etárias de 0-15 anos e de 31-45 anos e diminuição das entradas na faixa de 16-30 anos; e 5) aumento de matrículas em tipos escolas com capital simbólico superior. Argumento que a interpretação conjunta dos dados permite imaginar o incremento de projetos de migração familiar associado a estratégias de educação da prole no contexto da imigração brasileira na Alemanha.
German language in Europe today: plurality of norms and forms
Revier of DEUTSCHE AKADEMIE FÜR SPRACHE UND DICHTUNG; UNION DER DEUTSCHEN AKADEMIEN DER WISSENSCHAFTEN. Deutsch in Europa: Vielfalt, Sprachnormen und Sprachgebrauch. Vierter Bericht zur Lage der deutschen Sprache. Tübingen: Narr Francke, 2025. Ebook baixável em https://doi.org/10.24053/9783381135226
Teacher training programme for German as a foreign language at theUniversity of Córdoba:From learning and teaching experience in university to practice in school
Our paper examines the interaction between teacher training at the Faculty of Languages of the National University of Córdoba and the German School of Córdoba Argentina.The focus is on the transition from university theory and practice training to teaching practice in schools. Based on observation reports, teaching trials, and student reflections, the study analyses how theoretical and practical knowledge is applied in school settings, how students’ selfperception evolves during this transition, and which challenges emerge in the process. The paper describes the structure of German as a Foreign Language (DaF) teacher education program and the teaching and learning methods used in the course Unterrichtspraktikum II. It highlights the main challenges in planning and implementation as well as new projects that have broadened the course profile. Furthermore, it shows how university seminars are linked with school practice and how lecturers and mentor teachers support this process. The findings emphasize the importance of systematic interinstitutional cooperation between university and schools in order to foster students’ professional development and provide insights for further improvement of teacher education. Finally, the paper suggests approaches to enhance collaboration and the induction of new teachers in both institutions.
German (as an additional language) in Brazilian law: reports andreflections
This article aims to examine the influence of German law on the Brazilian legal system, both as a means of enhancing dogmatic understanding and as a catalyst for academic cooperation. To that end, it highlights the importance of proficiency in the German language and the translational process — often marked by conceptual challenges — as essential tools for qualified access to the German legal tradition. Specific objectives include reflections on the reception of German legal doctrine and normative structures in Brazil; legal translation studies and the transfer of legal concepts between distinct systems; as well as the teaching of German for specific purposes, understood as a language of specialization. In this context, the course “Introduction to German Language and Culture for Law,” offered by the University of São Paulo in 2025, is presented as an example of a transversal initiative addressing both legal education and the training of future German language instructors. Finally, it is argued that mastery of the German language is a necessary condition for the critical appropriation of the German legal model in Brazil, and that identifying areas of law deeply influenced by this tradition is essential for designing targeted curricular proposals for teaching German for legal purposes.
O sentido poético-existencial do quiasma na obra de Rilke
This paper proposes an interpretation of chiasmus in Rilke’s work in contrast with Paul de Man’s reading – the first scholar to analyze chiasmus as a determining figure in Rilkean poetry. Starting with a reassessment of the Belgian critic’s interpretation, I first highlight his precision in describing Rilke’s poetic construction, then question his argument that the figure of chiasmus explicitly situates Rilke’s poetry within the realm of falsehood. In doing so, de Man not only denies Rilke’s poetry the messianic claim often emphasized by general readers and scholars but also dismisses its deeper existential concerns, reducing it to mere linguistic play. By contrast, I argue that Rilke’s poetic inversion, indeed frequently structured as chiasmus, constitutes a borderline poetic-existential effort to affirm and value finitude. In this text, I seek to clarify this effort primarily through the lens of what I term a “poetics of ‘singeleza’ (Portuguese word here understood as a poetic simplicity/tenderness)”, which moves toward valuing the small, the fragile, and the fleeting.
Soft Power under Pressure: A Critical Analysis of German Foreign Culturaland Educational Policy through the Lens of the Brazilian Skilled LaborDiscourse
Germany’s Foreign Cultural and Educational Policy (AKBP) has long been regarded as a central element of German soft power. Through cultural, linguistic, and educational programs, it is intended to promote international understanding, foster trust, and position Germany as an attractive partner. But how “soft” can this form of power actually be considered? This article examines the Brazilian context and asks whether this policy can still be understood as soft power or whether it has already been shaped by strategic national interests. The focus is on the interlinkage of cultural appeal with migration and labor market objectives, particularly within the discourse on skilled labor. Language promotion, mobility programs, and educational cooperation appear less as neutral instruments of understanding than as structured measures that, through epistemic framing, normatively define how education, language, and migration are to be conceptualized, while simultaneously aiming at the recruitment of qualified workers and the safeguarding of geopolitical interests. This creates tensions between the rhetoric of partnership-based cooperation and the realities of asymmetrical influence. The aim of the article is to make these ambivalences visible and thereby stimulate a critical reassessment of the AKBP.
From Europe to the 'Land of Sugar': Germans as Migrants in ElfriedeJelinek’s Strahlende Verfolger
Strahlende Verfolger (2014) is the only text in which Elfriede Jelinek explicitly addresses Brazil, more specifically, the immigration of Germans who settled in the country over the past 200 years. The article introduces this theatrical text within the framework of the reception of Jelinek's work in Brazil, exploring its context of creation, some of its stage productions, and offering an overview of the themes it addresses. Furthermore, it proposes a partially divergent interpretation from that put forward by Evelyn Annuß in the updated edition of the Jelinek Handbuch (2025), which classifies Strahlende Verfolger as a “post-postscript” to another text by Jelinek, Wolken.Heim., but overlooks its thematic connection to the migratory movement of Germans and its potential relevance to current debates on migration in Europe. The analysis presented here focuses particularly on the enunciative voices in the text and on the playful intertextuality Jelinek employs in relation to the philosophical production of the German tradition.
The Zeitgeist project: building a collaborative network for thedevelopment of local teaching material for the academic context
The present article aims to report on the constitution and working methods adopted by the Zeitgeist project, initiated in 2019 with the principal objective of developing teaching materials for the teaching and learning of German as an Additional Language in the Brazilian academic context, from a critical and decolonial perspective. Consequently, the focus is shifted from the product to the process of establishing a network for collaborative work, and to the difficulties, challenges and possibilities inherent in working within a large inter-institutional context. The division of labour, contact between members remotely and in person, as well as experiences with piloting the material will be addressed. Furthermore, aspects related to the production of a German textbook in a local context will be discussed, such as the selection of sources, layout and the revision process. It aspires to encourage the creation of further networks and projects involving German teaching materials in Brazil.
O Rio de Janeiro continua wunderschön: elaboração local de material didático para um ensino decolonial e intercultural de alemão
No Rio de Janeiro, assim como em todo o país, o ensino de alemão como língua adicional costuma ser mediado por livros didáticos internacionais, ao redor dos quais se organizam currículos, métodos e avaliações (Uphoff 2009). Contudo, uma vez que se dirigem a um público-alvo europeu, estes materiais impõem severas limitações ao ignorar demandas particulares do contexto local. Diante disso, este artigo baseia-se na prática reflexiva (Schön 2000) e propõe investigar a elaboração local de materiais didáticos com base nas perspectivas decoloniais (Kumaravadivelu 2016) e interculturais (Walsh 2009, Candau 2016). Propomos um diálogo com a língua alemã que se inicia no contexto carioca e aproxima a língua-alvo ao aluno. Concluímos que dificuldades de conexão com o livro didático internacional reportadas por alunos podem ser superadas por meio de materiais sensíveis ao contexto cultural e local.
Writing with the body:Embodied singularity in The Notebooks of Malte Laurids Brigge
This article investigates how language policies informed by purist ideologies operate as symbolic technologies of cultural exclusion in contexts marked by diversity. Drawing on a qualitative and interpretive-analytical approach grounded in critical applied linguistics and glottopolitics (SPOLSKY, 2016; GUESPIN & MARCELLESI, 2021), the study discusses how certain language varieties are promoted as legitimate in the name of national cohesion, while others are silenced or delegitimized. The theoretical framework brings together contributions from authors such as Haugen (1966), Calvet (2007), Pinto (2018), Silva & Alves (2025), and Galli & Lagares (2024), among others, enabling a critical analysis of four case studies: language planning in Norway and Germany, and two recent Brazilian legislative proposals (Bill No. 211/2021 and Municipal Law No. 3843/2024). The findings indicate that, although often justified as efforts to valorize the language, such policies tend to reinforce hegemonic norms and produce symbolic exclusions of speakers whose linguistic practices diverge from the standardized variety. The study concludes by emphasizing the need for inclusive language policies that recognize plurality as a core value and a condition for social and cultural justice.
Joining Forces: International Cooperation Projects in the Training ofGerman Teacher-Researchers
There are many initiatives aimed at addressing the challenges of initial teacher education for German language teachers in Brazil, taking into account, among other aspects, the official documents and guidelines that govern it. This article focuses on the joining of forces among different actors and institutions to carry out this task: students from the Bachelor's degree program in Languages – Portuguese/German at Brazilian universities, as well as students from German as a Foreign and Second Language (DaF/DaZ) courses in Germany, in addition to teachers acting in schools and universities in both countries. In this sense, the article emphasizes the creation and development of inter-institutional projects (including an international one) as a powerful practice for the exchange of experiences and the construction of new knowledge. As an example, it presents the international cooperation project FLinKUS, whose main pillars are the integration of theory and practice in teacher education, the strengthening of dialogue between university and school, and the initial training of German teacher-researchers. The article thus highlights the main activities carried out within the scope of the mentioned project, as well as defends its potential impact on teacher education, based on the perception of its participants.
Collaborative Online International Learning (COIL) and Critical Virtual Exchange (CVE) in the Education of Teachers of Additional Languages – Theoretical Background and Practical Experiences
This article offers a reflection on the role of Collaborative Online International Learning (COIL) and Virtual Exchange (VE) as potential avenues for enhancing the education of additional language teachers. To ground this reflection, we review the literature on approaches to additional language teaching, with particular attention to the emergence of the Communicative Approach and other frameworks that emphasize social interaction, critical thinking, and learner agency. Furthermore, we provide an overview of COIL, VE, and Critical Virtual Exchange (CVE), as well as of Critical Decolonial Theory and its relationship to the concept of Global Education for Sustainability. Finally, we present concrete examples from a partnership between a Brazilian and a German institution – not as prescriptive models, but as possible pathways for collaborative practice.
Beyond the white board: the new digital technologies by Germanteaching at public schools
Nowadays, different Technologies have become such a part of people's life that many of them seem to be not even noticed in every day’s landscape – known as a state of normalization. This invisibility is a reflection of the constant and massive incorporation of tools in the Society and of the changes it caused on people’s behavior. In the past, we experienced a revolution with Technologies of Information and Communication (TICs), when devices became a source of information. Gradually, Digital Technologies of Information and Communication (TDICs) emerged and nowadays new possibilities have led to major transformations, so they are now considered Technologies for Empowerment and Participation (TEP). The present paper aims to explore recent researches about the use of digital technologies by German Teaching in public schools in Brazil, considering the importance of a multilanguage education in schools as well as of pedagogical practices aligned with contemporary teaching perspectives. Therefore, a bibliographic research was carried out in four major online databases, where it was possible to identify the topics that have been researched in the past 10 years, as well as those with potential to be explored. The results point out a gap on studies about the use of Technologies by German teaching at public schools.
digital technologies for information and communication
technologies for empowerment and participation
Podcasts and Plurilingual Approaches in German Language Teaching asTools for Fostering Mediation, Empowerment, and Participation
This article explores the potential of podcasts and plurilingual approaches in German language teaching in Brazil to foster critical mediation, social participation, and linguistic-cultural empowerment. The article opens with a critique of imported, monolingually oriented teaching materials and presents alternative pathways that incorporate local realities, plurilingualism, and digital media as resources in the learning process. The central focus is the project Ohne Grenzen (“Without Borders”), which was implemented in the form of a workshop with students from Latin America during the DaF-Netzwerkkonferenz („German as a Foreign Language Network Conference”). From a theoretical perspective, the article is grounded in the concept of linguistic mediation and the model of technologies as tools for empowerment and participation (TEP). It reflects on the opportunities and challenges of podcasting as a collaborative learning format and illustrates how critical engagement with issues such as migration, power, and language can open new perspectives in language education.
Aporia of the classical: metrical forms, their acceptance and refusal inBrecht’s Die heilige Johanna der Schlachthöfe
This article was written collaboratively within the framework of a DAAD-funded German Studies Institute Partnership (GIP) between the UFRJ and UERJ – state universities in Rio de Janeiro – and the Georg August University of Göttingen. As an international academic collaboration in literary studies, it focuses on metrics, a field of fundamental importance for both the academic and aesthetic exploration of poetic texts. Because of its specific characteristics in different languages, it is also particularly suitable for discussion in an international context. Based on an exemplary analysis of metrical variation in Bertolt Brecht's epic play Saint Joan of the Stockyards (1931), the article explores the considerable cognitive potential of verse use. The aesthetic activation of traditional verse techniques and the parodistic metrical recourse to distinctive elements in dramas of Goethe and Schiller lead to an elaboration of German verse drama in Brecht, which stages the aporias of the classical. Finally, we discuss the functions of verse, especially free verse, in the context of the social dimension proposed by the play. Against this background, aspects of metrics assert a key philological position.
The Scarlet Rope and Other Figural Motifs
Review of Auerbach, Erich. Figura. São Paulo: Duas cidades; Editora 34, 2024, 312p. Organização e prefácio de Leopoldo Waizbort; tradução de Célia Euvaldo, Erica Castro, Leopoldo Waizbort e Milton Ohata.
Promoção de políticas de purismo linguístico em contextos de diversidade cultural
This article investigates how language policies informed by purist ideologies operate as symbolic technologies of cultural exclusion in contexts marked by diversity. Drawing on a qualitative and interpretive-analytical approach grounded in critical applied linguistics and glottopolitics (Spolsky, 2016; Guespin & Marcellesi, 2021), the study discusses how certain language varieties are promoted as legitimate in the name of national cohesion, while others are silenced or delegitimized. The theoretical framework brings together contributions from authors such as Haugen (1966), Calvet (2007), Pinto (2018), Silva & Alves (2025), and Galli & Lagares (2024), among others, enabling a critical analysis of four case studies: language planning in Norway and Germany, and two recent Brazilian legislative proposals (Bill No. 211/2021 and Municipal Law No. 3843/2024). The findings indicate that, although often justified as efforts to valorize the language, such policies tend to reinforce hegemonic norms and produce symbolic exclusions of speakers whose linguistic practices diverge from the standardized variety. The study concludes by emphasizing the need for inclusive language policies that recognize plurality as a core value and a condition for social and cultural justice.
Sobre a Interdição do Uso da Língua Alemã no Período do Estado Novo
A Campanha de Nacionalização promovida pelo governo de Getúlio Vargas durante o Estado Novo consistiu em um conjunto de medidas voltadas ao fortalecimento da identidade nacional brasileira, buscando integrar os imigrantes estrangeiros à cultura do Brasil por meio da valorização da língua portuguesa, da centralização da educação e da promoção de símbolos nacionais. Esta campanha afetou o ensino das línguas minoritárias nas regiões de imigração alemã, italiana e japonesa no Brasil. Neste trabalho, pretende-se analisar os impactos da Campanha de Nacionalização sobre a educação nas comunidades de imigração alemã na região Sul do país. Este estudo baseia-se em obras das áreas de Linguística, História do Brasil e História da Educação. Para tal, discutem-se leis e decretos publicados no período denominado de Estado Novo (1937-1945). Esta é uma pesquisa documental. A abordagem metodológica utilizada neste trabalho é qualitativa. O estudo demonstra que a Campanha de Nacionalização teve sérias consequências para a memória cultural da comunidade de imigrantes germânicos, sendo a interdição do uso da língua alemã uma de suas principais consequências.
Representations of leisure and its political implications in the Cinema of theWeimar Republic: Metropolis and Menschen am Sonntag
This article aims to analyze the representations of leisure in two films from Weimar Republic German cinema: Metropolis, directed by Fritz Lang and released in 1927, and Menschen am Sonntag (People on Sunday), directed by Robert Siodmak and Edgar G. Ulmer and released in 1930. To this end, we start from the premise that cinema is a privileged field of symbolic disputes, functioning as medium for the construction of social representations. In the context of interwar Germany ‒ marked by tensions and political, cultural, and social conflicts ‒ leisure became a contested theme, both in everyday life and on the screen. Through film analysis, focusing on selected film stills, we seek to achieve the stated objective. Functioning almost as an ethnography of everyday life, People on Sunday distances itself from Metropolis, following distinct aesthetic and political paths and reflecting the political tensions of the period.
Female voices in translation: a historical analysis of German-speaking territories
This paper identifies the intellectual work of women in the history of translation by discussing historical and cultural issues in German-speaking territories from the mid-18th to the mid-19th century. The research methodology is qualitative with an interpretive approach, drawing on works of critical literature review published between 1904 and 2024. The paper is divided into three parts, which seek to answer questions regarding the omission or exclusion of the names of women translators in the History of Translation and the intellectual contribution of women in the German context, emphasizing topics relevant to Translation Studies and Philosophy. The case of a group of five women, known as the Göttinger Universitätsmamsellen (the Misses from the University of Göttingen), is presented. They were part of prominent intellectual circles, carried out interlingual translations and had works published at a time when this was not yet common for their female contemporaries. They were an exceptional example. Among the results of the study, it was observed that the intellectual work of women contributed to the circulation of texts relevant to Enlightenment and Literature in pre-unified Germany. However, their names are not remembered as much as those of their male partners and family members.
An analysis of vowel productions by a female Brazilian speaker ofGerman: analyzing vowel quality
In this study, we investigate the development of Standard German vowels, concerning their formants, namely F1, F2 and F3, by a young-adult Brazilian female speaker of German as a third language (L3). The methodology entails an acoustic analysis on Praat. We analyze the vowel sounds regarding their relative formant structure, in order to verify whether (or how) they changed along the evaluated sessions by means of a Monte Carlo analysis. As a result of the analysis, we observe that the speaker uses a formant compensation strategy for the production of her German vowels. According to the Speech-Learning Model (SLM-(r)), the speaker altered her formant acoustic cues, i.e. instead of relying on F3 to produce some phonological distinctions in her German vowels, the speaker made use of F2 to account for these distinctions.
Hermeneutics and language: it is impossible to think without words
The article attempts to trace the beginnings of the discussions about the nascent philosophy of language in nineteenth-century Germany from the increasingly widespread understanding that it is impossible to think without words. In other, more radical words, that reason is the same as language. This gave rise to some basic perspectives that complemented and opposed each other in understanding what language is. Is it a distancing from the real and objective world because it reduces things to concepts and signs? Or is it the uniquely human quality of creating a world parallel to the natural world, a world of freedom and reason? The problems with these two conceptions are not insignificant. Nevertheless, some authors (such as F. Schlegel and F. Schleiermacher) have proposed an original response to the paradoxes in which language entangles us. Ultimately, it is impossible to think outside language. So, we have to find a way through it and from it.
Language, (meaning)interpretation, form of life: a textual (de)bifurcation
This paper revisits the concept of “form(s) of life” used by Ludwig Wittgenstein in his later philosophy. The starting point is a query about what has been termed a text bifurcation, in the sense of an interpretative dispute that led to different schools in the reception of a given philosopher. The method used is to look at a crucial text passage and then expand the interpretative context up to the point where Wittgenstein’s argumentative strategy, which stages a polyphonic dialogue of contrasting voices involving various themes in a nonlinear manner, is seen in clearer contours. The result is what one could call a text debificurcation, in which disputing views are made compatible. The discussion is also relevant for an epistemic debate in translation studies, as a byproduct, the main concerns of the paper being of philosophical nature (the dissolution of an only apparent dichotomy).
Communities of practice and German language teacher educationprojects - convergences and dissonances
The central issue of this study is the need for a greater link between theory and practice, focusing on the initial education of German language teachers. Considering two university Third Mission projects, in which such articulation is at its core, the article sheds light on one of the practices developed in these projects: the weekly pedagogical mentoring meetings. In this sense, formation is seen as a stage in the construction of learning, understood as a collective and social process. In this way, we bring up the concept of communities of practice and, based on the students’ perception taking part in the projects, we try to understand the contributions of this concept to projects of this nature, identifying commonalities and dissonances between the projects described and communities of practice, according to the literature reviewed. Although our corpus pointed to some divergent aspects between the projects and some of the characteristics attributed to communities of practice, we saw that, to a large extent, the convergent points stand out, such as the predominance of a perception of trust between the participants, as well as the appreciation of orientation meetings as spaces for the collective construction of knowledge from a decentralized and horizontal perspective.
Learning and Teaching Modal Particles in Argentina and Brazil: DidacticExperiences with an Original Material
This article discusses the experience of two extension courses on the teaching of modal particles (MPs) at the National University of Córdoba (UNC) and the University of São Paulo (USP). Using an original teaching material developed by a research group from USP, the study involved the application of questionnaires and field notes to assess: (i) the participants' profiles; (ii) their initial knowledge and needs regarding MPs; and (iii) the role of the course and the material in understanding the teaching and learning of MPs. Based on linguistic theories, the material employs the minimalist approach to create practical activities that help comprehend the meaning of MPs through authentic examples. The results reveal significant gaps in understanding the topic due to a lack of instruction and appropriate teaching materials. Participants' feedback indicates the relevance of this material in addressing the needs of students in Brazil and Argentina concerning the teaching and learning of MPs.
zum Theater: Theatrical aesthetics and essayism in Elfriede Jelinek in light of two plays
This paper discusses the theatrical aesthetics of the Austrian author Elfriede Jelinek and its changes over the decades. For this, we start with the reading of the author’s essays on theater, namely: Ich schlage sozusagen mit der Axt drein (1984), Sinn egal. Körper zwecklos (1997); and Textflächen (2013), and the studies by Pia Janke (2013) and Ulrike Hass (2013). Then, we discuss the plays Was geschach nachdem Nora ihren Mann verlassen hatte oder Stützen der Gesellschaften (2018), written in 1979, and Schatten (Eurydike sagt) (2013), aiming to understand how the different procedures underlined by Jelinek in her essays are crafted in the two plays.