Resilience, in physics, consists of the ability of a material to absorb impacts and return to its original shape. On a personal level, it is the adaptation of a given individual in the midst of challenging difficulties. The need for resilience in contemporary society for young people has become increasingly important due to the excess number of people in this same age group who tend to experience emotional imbalance. This importance is mainly due to three factors: the ephemerality of interpersonal relationships, challenges of adulthood at such an early age, appearances on the internet

Currently, the world is connected. Despite its practicality, this evolution brings with it conflicts that have gone through the history of many young people. The biggest of them is liquid modernity, a Bauman concept that implies the ephemerality of relationships. This happens because young people need physical contact and without virtual intermediaries. On a cell phone a person has several friends but just turn off the screen and they all disappear and the feeling of loneliness sets in. Resilience is necessary in this issue to understand that the best thing to do in this situation is to seek contact between people who are going through the same situation as you, and understand that this challenge, which is being alone, does not happen because of who this young person is, but rather because of modernity, which tends to make people increasingly distance themselves from each other.

The most feared time for every teenager is undoubtedly the beginning of adulthood, a life that begins very early and normally without any foundation established by the Brazilian education system. The stage where all indecision comes to the surface, when what you grew up thinking about becoming, seems not really what you want, or what will work. Most of the time, without any introduction, young people jump headlong into this life of responsibilities and many get lost, there is often the famous “18 crisis” where they no longer have school to attend, and friendships take different paths. From then on, young people find themselves in a situation where they need to have resilience to overcome their first adult life challenges. Looking for a job to start supporting yourself; a college to grow professionally; and still be able to maintain a social life to build a family.

At this point, young people who are not resilient end up giving up or stagnating.

Nowadays, it is essential to use a cell phone and access the internet, so social networks have become something common in most people's lives, from childhood to retirement. However, the biggest problem with this is young people who are in a period of character building, being much more influenceable. From this, so-called “influencers” emerge, people who work on the internet teaching what we all like to see: “perfect” lives. Showing the best restaurants, cars, houses, trips and their unattainable bodies (full of surgeries and photoshops), resulting in eating disorders for viewers. All of this creates frustration and insecurities in people who believe in the reality of that content. After receiving all the lies from the internet, the lives of every person who watched are cast as inferior or insignificant, making them seem dull and meaningless. Without resilience, it is very difficult to continue life after the digital age without comparing and diminishing yourself.

Finally, it is important to highlight how present the disease of the century is in the lives of young people. Around 25% of 18-year-olds are diagnosed with anxiety or depression. However, resilience can contribute greatly to resolving or reducing this problem. A good film to reflect on resilience is “Inside Out”. The film tells the story of a girl who goes through hormonal disorders, family and social conflicts. The cartoon perfectly exposes how much optimism and hope are necessary and make positive differences in a teenager's life.

Genre and writing | Genre

Annotated citations (fichamento de citação)

Bazerman, C. (1997). The life of genre, the life in the classroom. In W. Bishop & H.

Ostrom (Eds.), Genres and writing: Issues, arguments, alternatives (pp. 19-26).

Portsmouth, NH: Heinemann.

“Genres are not just forms. Genres are forms of life, ways of being. They are frames for social action. They are environments for learning. They are locations within which meaning is constructed. “ (p. 19)

“ Artistic productions considered as being primarily within a genre are frequently set in contrast to richer, more creative works of art that are only incidentally of a genre and are thought to transcend the limitations of genre.” (P.20)

“ Curiously, because schooling also apparently (but again far from thoroughgoingly) has elements of removal from immediate exigencies of life and from overt designs, other than the development of mind and reflection, the apparent contextlessness of the literary can translate readily to the apparent contextlessness of classroom language. Consequently, the literary genres can readily appear as models for the genres of classroom writing, and both can appear as the universal forms of knowledge and thought. Literary literacy can, on the face of it, appear equivalent to all literacy.” (P. 20)

“Rhetoric since its founding 2500 years ago has had an interest in genre or types of utterance, for rhetorical practice is concerned precisely with determining the effective utterance appropriate to any particular circumstance.” (P. 21)

“Miller in reviewing the rhetorical discussion of genre and associating it with sociological concepts of typification, has defined genres ’as typified rhetorical actions based in recurrent situations (159).’” (P. 21)

“Over time and repetition, socially shared patterns and expectations emerge to guide all in the interpretation of circumstances and utterances”(P. 21)

“In the text's account, perception plays a fundamental role in identifying repeated patterns and common actions, allowing recognizable categories to emerge, and reinforces the perception of similar or frequent situations.” (P. 21)

“Considering the content of BAZERMAN´s concept (1988) genres, as perceived and applied by people, integrate into their usual social interactions and communication environment, providing both tools and challenges for mental processes.” (P. 21)

“Historical and ethnographic studies in many different domains have been pursued using these linguistic, rhetorical, and socio-psychological approaches to genre, including scientific and technical communication;” (P.22)

“Genre is only the visible realization of a complex of social and psychological dynamics. In understanding what is afoot in the genre, why the genre is at is, we become aware of the multiple social and psychological factors our utterance needs to speak to in order to be most effective.” (P. 22)

“What genres we choose to bring into the class through our comments and assigned readings, and which genres we ask students to communicate in as we signal by our questions, assignments, models, and instructions are matters that need to be worked out in each individual circumstance.” (P. 23)

Once students feel part of the life in a genre, any genre that grabs their attention, the detailed and hard work of writing becomes compellingly real, for the work has a real payoff in engagement within activities the students find important. (P.25)

Produced by: Luíza Vicensi Fernandes (23875255). Letramentos de Língua Inglesa:

Práticas Acadêmicas/Pontifical Catholic University of Campinas. 2023.

Another example cited is a timeline, where speakers of languages where writing starts from left to right make a timeline from left to right, whereas Hebrews, for example, would make a timeline from right to left. Just like time, for example, for us is trapped in our body, that is, if I turn my body the sense of time and the sense of left and right changes, for other people the sense of time and direction is trapped in the landscape , which makes even more sense considering the orientation. Some skills are clear in linguistic differences, such as counting, some languages do not have a defined word for each number and it is difficult to do something accurately. We can observe in colors that some speakers can distinguish some colors much faster because they are taught this limit between specific colors from a young age, observing the brains of people who use different words, like Russians, for a type of color such as blue. , they differ between color tone, between dark blue and light blue for us and everything blue, it just changes between light and dark, for Russians they have a word for each type of blue, studies have shown that when they are exposed to these colors, the brains of these people change something quickly when it changes from light blue to dark blue, as if something "beeps" in the brain saying "something has clearly changed", while the brains of people who do not have this linguistic differentiation, do not have this reaction, because something does not has clearly changed. During the video, many examples are cited exemplifying this differentiation and proving that yes, according to linguistics, people have a different perception of reality, in everything in life, in genders, crimes, everyday situations, each one has a way of explaining and expressing yourself, making something seem different from another. We can conclude that linguistics does interfere in the reality of each human being.

Pesquisar sobre o tema a ser abordado na comunicação oral utilizando a forma proposta pelo texto trabalhado em sala (Sleep) e aproveitando a formatação trazida pelos TED Talks (3h)

Pesquisar sobre o tema do ensaio acadêmicoescrito para a elaboração do ensaio  individualmente. Utilize o formato do Diagrama que se encontra no Módulo 2 (2h)

Ele fala sobre a razão de querer a língua de outra pessoa pode ser por querer melhorar a sua qualidade de vida, sendo influenciado de alguma, por tradição, ou por qualquer outra coisa. Ele afirma também, que para o inglês hoje ser reconhecido como uma língua global também foi preciso que acontecessem essas, e principalmente, por conta do império britânico, imperialismo americano e revolução industrial. Hoje em dia todas as outras nações querem interagir com essa multilíngua, o inglês.

Ele fala também dos diferentes cenários que é falado o inglês é sobre as suas particularidade, inglês australiano , inglês americano e inglês britânico. E o que foi mais interessante pra mim, foi quando ele falou que o inglês do futuro pode ser um tipo amálgama que integre todos os inglês por meio da língua franca.

Pesquisar sobre o tema do ensaio acadêmicoescrito para a feitura do ensaio (2h)

Fazer a leitura do artigo científico que dará base ao seminário em classe (professora vai disponibilizar textos, além dos que estão no Canvas para estudo de gênero). (2h)

Genre in the literary field: Explains how the genre was introduced into the English language, and its first appearance. The role of gender in educational activity is made up of developments in linguistics, rhetoric, psychology and sociology. First brought into English culture by rustic painting favored by the French academy and spread to literature and other arts. Cohen argues that genres are historically constructed and are evolving

Contextualizing: Contextualizing what was done in the work by translating what was said in Bazerma's 1988 text. It was studied that Muller, when studying the rhetorical discussion of the genre and associating it with sociological concepts of typification, based on recurring situations, then from that with the time and repetition, socially shared expectations emerge so that everyone can interpret circumstances and statements. After reading Bazerman we realized that perception plays a fundamental role in identifying repeated patterns and common patterns, allowing the emergence of recognizable categories and reinforcing the perception of their similar and frequent actions.

Genres in real life situations: Genres have patterns of a social psychology nature and these elements provide the basis for our utterances, speech acts and actions to happen in real life. Genres, according to Bazerman, are what give us the basis so that we can see reality as it actually is, genres are forms that we use in everyday life and through genres we put our conversations and statements into practice.

The importance of Gender in the classroom: Some notes made by Bazerman about the importance of genres in the classroom. The study of genres in the classroom is not about defining the minimum requirements of any old statement, but about releasing all the power of the well-chosen statement that speaks to the entire psychological, social and educational dynamics of the scenario. Bazerman talks about the importance of bringing different genres to the classroom, as it is not about always following the same method, but rather experimenting with different ways of approaching the topic, not just focusing on old issues. Conclusion: Conclusion on what was said. According to the text, the type of readings, texts and lectures that work best in a classroom depends on negotiation between students, teachers and the institution, some institutions already have requirements for students, even if teachers do not agree with the type of reading that the institution has already requested. Teachers know which type of genre will make students evolve and students can have the type of genre that may be more attractive or that they find easier. Students' motivation, hard work, and the type of writing and genre they want to work on is important.