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La intel·ligència artificial mou milions d’euros i ocupa una part important de les agendes polítiques i estratègiques dels governs. En aquest article reflexionem sobre aquest concepte difús i ho fem a través de tres entrevistes a tres persones que ocupen llocs rellevants en aquest àmbit, i que a més tenen en comú que són nascudes i formades a Catalunya. Amb elles hem parlat distesament dels orígens d’aquesta revolució tecnològica, del seu impacte sobre l’organització social i el mercat laboral, de les seves implicacions ètiques, de les tendències futures que es dibuixen i també sobre quin paper juguem els catalans en aquesta revolució. En la qüestió catalana hem volgut saber si les nostres universitats són capaces de generar el talent necessari, com impulsar estratègicament el teixit empresarial en aquesta àrea, quin paper ha de tenir l’administració i què hauria de passar perquè la intel·ligència artificial també parli en català. En aquestes converses, els nostres interlocutors ens han transmès la urgència i la necessitat de treballar en la definició d’estratègies concretes de país per tal de no quedar socialment i estructuralment enrere en el que sembla una revolució sense límits Artificial intelligence moves millions of euros and occupies an important part of governments’ political and strategic agendas. In this article we reflect on this varied concept through interviews with three people who hold important positions in the field of artificial intelligence and who also have in common the fact that they were born and trained in Catalonia. We talked with them about the origins of this technological revolution, its impact on social organization and the labour market, its ethical implications, the future trends which are emerging and also on what role we Catalans play in this. With regards to the Catalan question we wanted to know if our universities are capable of generating the necessary talent, how to strategically boost the fabric of business in this area, what role the Administration should play and what should happen for artificial intelligence to communicate in Catalan. Throughout these conversations, the interviewees have conveyed to us the urgency and need to work on the definition of country-specific strategies in order not to be left behind socially and structurally in what seems to be a revolution without limits. Aquest treball ha estat finançat en part pel Ministerio de Ciencia e Innovación mitjançant el programa Ramón i Cajal i per l’European Research Council (ERC) sota European Union’s Horizon 2020 research and innovation programme (grant agreement No 947657).

La intel·ligència artificial mou milions d’euros i ocupa una part important de les agendes polítiques i estratègiques dels governs. En aquest article reflexionem sobre aquest concepte difús i ho fem a través de tres entrevistes a tres persones que ocupen llocs rellevants en aquest àmbit, i que a més tenen en comú que són nascudes i formades a Catalunya. Amb elles hem parlat distesament dels orígens d’aquesta revolució tecnològica, del seu impacte sobre l’organització social i el mercat laboral, de les seves implicacions ètiques, de les tendències futures que es dibuixen i també sobre quin paper juguem els catalans en aquesta revolució. En la qüestió catalana hem volgut saber si les nostres universitats són capaces de generar el talent necessari, com impulsar estratègicament el teixit empresarial en aquesta àrea, quin paper ha de tenir l’administració i què hauria de passar perquè la intel·ligència artificial també parli en català. En aquestes converses, els nostres interlocutors ens han transmès la urgència i la necessitat de treballar en la definició d’estratègies concretes de país per tal de no quedar socialment i estructuralment enrere en el que sembla una revolució sense límits Artificial intelligence moves millions of euros and occupies an important part of governments’ political and strategic agendas. In this article we reflect on this varied concept through interviews with three people who hold important positions in the field of artificial intelligence and who also have in common the fact that they were born and trained in Catalonia. We talked with them about the origins of this technological revolution, its impact on social organization and the labour market, its ethical implications, the future trends which are emerging and also on what role we Catalans play in this. With regards to the Catalan question we wanted to know if our universities are capable of generating the necessary talent, how to strategically boost the fabric of business in this area, what role the Administration should play and what should happen for artificial intelligence to communicate in Catalan. Throughout these conversations, the interviewees have conveyed to us the urgency and need to work on the definition of country-specific strategies in order not to be left behind socially and structurally in what seems to be a revolution without limits. Aquest treball ha estat finançat en part pel Ministerio de Ciencia e Innovación mitjançant el programa Ramón i Cajal i per l’European Research Council (ERC) sota European Union’s Horizon 2020 research and innovation programme (grant agreement No 947657).

WhatsApp has significantly penetrated the various spheres of peoples’ lives all over the world. The purpose of this study is to look at two aspects of WhatsApp text-based status notifications; namely, the most common discursive realizations and the major pragmatic themes. A sample of 846 status notifications for WhatsApp users’ profiles was analyzed. Data, which were gathered between January and March 2017, were from three sets of male and female users. The status notifications were qualitatively analysed in terms of both the most common discursive realizations and pragmatic themes. The major findings of the study showed a variety in the discursive realizations, including self-generated statuses, which marked 82%, and auto-generated statuses, which made 18%. Data revealed also that the most used type of the self-generated was the pure text, which marked 53%. In terms of the major pragmatic themes employed by the users, data showed four main categories: religious, social, personal and national. The findings were then discussed, justified, and compared with results from previous research. The paper concludes with the limitations and future research recommendations.

This paper aims to research two educational resources created in the ELO and Redigir projects through discursive analysis based on the French Semiotics theory. We seek to find a profile of currently available resources. This proposal is part of the project "Recursos Educacionais Abertos para Leitura e Produção de Textos nas Licenciaturas” (REALPTL), supported by CNPq, that proposes the research and creation of Open Educational Resources (OER) aimed at literacy licentiate. In this first stage, research, analysis of ELO and Redigir allow to create a theoretical and practical proposal of an online environment to sharing OER found in positive and negative aspects in this research. In this analysis, from the categories: thematic, internal links, interactivity, graphic interface, creativity, language conception and educational conception, some of the results point to the need for internal links with the graphical interface and the lack of technological resources themselves to ensure interactivity. Este texto tem como objetivo a pesquisa de dois recursos educacionais criados nos projetos ELO e Redigir para, por meio de análise discursiva, com base na teoria Semiótica Francesa, chegarmos a um perfil de recursos atualmente disponíveis. Essa proposta se insere no projeto “Recursos Educacionais Abertos para Leitura e Produção de Textos nas Licenciaturas” (REALPTL), financiado pelo CNPq, que propõe pesquisa e criação de Recursos Educacionais Abertos (REA) voltados ao letramento de licenciandos. Nessa primeira etapa, da pesquisa, a análise dos recursos ELO e Redigir permitirá criar uma proposta teórica e prática de um ambiente online de compartilhamento de REA fundamentado em aspectos positivos e negativos encontrados nessa pesquisa. Na análise feita, a partir das categorias: temática, articulação interna, interatividade, interface gráfica, criatividade, concepção linguística e concepção pedagógica, alguns dos resultados encontrados apontam para a necessidade de articulação interna com a interface gráfica e a insuficiência dos recursos tecnológicos em si para garantir a interatividade.

The earliest and most basic linguistic technologies are frequency lists and the concordance lines from a corpus. Although these technologies have been available for many years we are only now discovering their uses in language instruction. My talk will present the main instructional uses of lists and lines that are emerging, and show ways that language instructors are not only employing these linguistic technologies but also contributing to their further development through incorporation of the cognitive and affective dimensions of language learning. All ideas and theories will be presented in the context of real-life applications (mainly via the Compleat Lexical Tutor website (at www.lextutor.ca ), and participants will leave with ideas and tools for immediate use in course design and execution.

O surgimento da Web 2.0 e sua aplicação no contexto da educação ainda são muito recentes e praticamente desconhecidos nas escolas de educação básica, e mesmo no ensino superior. Ainda que imersos nessa nova tecnologia, raramente paramos para depreender seus efeitos. Um estudo de alguns textos colhidos na própria web pode nos ajudar a perceber alguns sentidos envolvidos nesse novo panorama. Qual é/são o(s) discurso(s) defendido(s) nesses textos? Pelos níveis fundamental, narrativo e discursivo da semiótica francesa, algumas ferramentas da sintaxe e da semântica contribuíram para se desvelar a construção do texto e os sentidos agregados a ele. Com base em textos verbal (artigo), imagético (charge, esquema) e sincrético (vídeo), direcionamos nosso foco ao plano do conteúdo para verificar variantes e invariantes entre as produções atuais sobre a relação entre Web 2.0 e educação. The emergence of Web 2.0 and its application in the context of education are still very new and virtually unknown in the schools of basic education, and even higher education. While we are immersed in this new technology, we rarely stop to infer its effects. A study of some texts caught in the web can help us understand some senses involved in this new approach. What is / are the discourse (s) defended in these texts? By fundamental, narrative and discursive levels of French semiotics, some tools of the syntax and semantics contributed to reveal the construction of the text and the senses aggregates to it. Based on verbal texts (article), Imaging (charge, schedule) and syncretic (video), we direct our focus to the plane of content to determine variations and invariant between products current on the relationship between Web 2.0 and education.