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Eduardo CALIL (http://lattes.cnpq.br/6822339713125905 )


Since 1989, in the beginning of his professional life as a literacy teacher, Eduardo Calil has focused on the study of collaborative writing processes in the elementary school context. In his master s dissertation (University of São Paulo, 1991), he analyzed the notion of Zone of Proximal Development (Vygotsky) during teaching and learning situations of the basic alphabetic system involving his own 6-year-old students. Calil s doctoral thesis (Authorship: the child and the writing of invented stories) was published in 1998. With this work, he inaugurated the Brazilian studies on authorship and text creation by newly literate students, electing the collaborative writing process as his scientific object, in an ecological context and in real-time, recorded on film. Valuing the action and product of the writing process from both the cultural and investigative standpoints, Calil mobilizes concepts deriving from Textual Genetics, Enunciation Linguistics, Cognitive Psychology and the Teaching of Writing to interpret the complexity of the multimodal aspects (interactional, graphic, spatial, temporal and gestural, recorded audiovisually) involved in paired writing under didactic and curricular guidance. Teacher training and the development of teaching materials geared for school literacy and the teaching of Portuguese language in the early grades of Elementary School are also part of this researcher’s activities. In addition to the courses he teaches (since 1995) as a professor of writing and literacy (Federal University of Alagoas). Calil took his first postdoctoral internship (2004, supported by CAPES) at the Institut des Textes et Manuscrits Modernes. In addition to having published articles in French, his book Listening to the Invisible: Writing and Poetry in the Classroom (Unesp/Funart, 2009) was his most important publication of this period. His second post-doctoral internship (supported by CNPq) was taken in 2010 at the Laboratory Modèles, Dynamiques, Corpus (MODYCO, Université Paris Ouest Nanterre La Défense). In 2011 he worked as a guest professor invited by the Laboratory École, Mutations, Apprentissages (Université Cergy-Pontoise). In 2010, he also founded the Laboratory of School Manuscript. With French researcher Catherine Boré, organized and published the book L école, l écriture et la création: Études franco-brésiliennes (L Harmattan-Academia, 2013). Calil was also a scholar and visiting professor at the Harvard Graduate School of Education with the support of the Fulbright Visiting Scholar Program (2014). Currently, he coordinates the InterWriting Project. This project is developed in collaboration with Luisa Álvares Pereira and her team (University of Aveiro). Among his most important contributions to the field of study on writing processes is the Ramos System (a method for multimodal capture writing process by two students in time and in real space in the classroom).


Journal articles1 document

  • Eduardo Calil. Gênese textual de um título: estudo sobre as redes associativas e ativação de memórias em alunos recém-alfabetizados. Bakhtiniana - Revista de Estudos do Discurso, Pontifícia Universidade Católica de São Paulo/LAEL-PUCSP, 2021, 16 (1), pp.184-210. ⟨10.1590/2176-457346306⟩. ⟨hal-03215843⟩

Conference papers2 documents

  • Eduardo Calil. « LA LENGUA ES UN SISTEMA DE CITAS ». Enseigner les littératures dans le souci de la langue, Mar 2010, Genève, Suisse. pp.42-47. ⟨halshs-00468482⟩
  • Eduardo Calil. LE DIALOGUE EN PROCESSUS D'ÉCRITURE EN ACTE : MODALISATIONS AUTONYMIQUES DANS LA CRÉATION DE POÈMES EN CONTEXTE SCOLAIRE. XII Congrès International sur l'Analyse du Dialogue. Polyphonie et Intertextualité dans le Dialogue, IADA 2009, Sep 2009, Barcelone, Espagne. ⟨halshs-00424928⟩