{"id":1582,"date":"2023-03-14T08:53:47","date_gmt":"2023-03-14T07:53:47","guid":{"rendered":"http:\/\/www.ub.edu\/plural\/?page_id=1582"},"modified":"2023-04-18T10:14:03","modified_gmt":"2023-04-18T09:14:03","slug":"divulgacio-cientifica","status":"publish","type":"page","link":"https:\/\/www.ub.edu\/plural\/divulgacio-cientifica\/","title":{"rendered":"Divulgaci\u00f3 cient\u00edfica"},"content":{"rendered":"\n

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Aquest llibre<\/strong><\/mark><\/a> est\u00e0 escrit a moltes mans i des d\u2019una perspectiva on conflueixen investigaci\u00f3 i doc\u00e8ncia.
Els membres del grup de recerca Pluriling\u00fcisme i Aprenentatge de Lleng\u00fces (PLURAL<\/mark><\/strong>) l\u2019hem volgut
aix\u00ed perqu\u00e8 entenem que el saber fa vida a molts
llocs, tant a les aules dels centres educatius com a les recerques que s\u2019impulsen des de l\u2019\u00e0mbit universitari.
Els destinataris d\u2019aquesta obra s\u00f3n totes aquelles persones que pensen que l\u2019\u00e9sser hum\u00e0 es troba en proc\u00e9s d\u2019esdevenir<\/strong> <\/mark>i que al llarg d\u2019aquest proc\u00e9s sempre se sent interpel\u00b7lat per la pres\u00e8ncia de l\u2019altre. \u00a0<\/p>\n<\/div><\/div>\n\n\n

SUMARI DEL LLIBRE<\/strong><\/span><\/p>\n

1. Fer visibles les lleng\u00fces: acollir
<\/strong>\u00a0 \u00a0 1.1. Primer pas: descobrir l’entorn (pp. 19-25)<\/em>
\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Jordina Cordinachs, Xavier Plan\u00e0s i Anna Vilar\u00f3<\/span>
\u00a0 \u00a0 1.2. Aprendre de i amb els relats de vida ling\u00fc\u00edstica (pp. 27-38)<\/em>
\u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0 Montserrat Coma, Juli Palou i Montserrat Pi\u00f1ol<\/span>
\u00a0 \u00a0 1.3. L’oral i l’escrit, diferents formes de representaci\u00f3 (pp. 39-48)<\/em>
\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Montserrat Fons i Mireia P\u00e9rez-Peitx<\/span><\/p>\n

2. Con\u00e8ixer i recon\u00e8ixer: crear vincles
<\/span><\/strong>\u00a0 \u00a0 \u00a02.1. Parlem de lleng\u00fces amb els “Projectes compartits” (pp. 51-62)<\/em>
\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 M\u00edriam Cabr\u00e9, Carme G\u00fcell i Isabel Vilagran<\/span>
\u00a0 \u00a0 \u00a02.2. Les lleng\u00fces de les fam\u00edlies entren a l’escola (pp. 63-72)<\/em>
\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Montserrat Coma, Maria Moya i Montserrat Pi\u00f1ol<\/span>
\u00a0 \u00a0 \u00a02.3. Les capses de vida (pp. 73-82)<\/em>
\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Maria Marcos i N\u00faria S\u00e1nchez-Quintana<\/span>
\u00a0 \u00a0 \u00a02.4. Les lleng\u00fces a l’escola de la pres\u00f3 (pp. 83-92)<\/em>
\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Gemma Casasayas, Blanca S\u00e0nchez i Irene Tort<\/span><\/p>\n

3. Transitar entre les lleng\u00fces: contrastar per aprendre<\/strong>
\u00a0 \u00a0 \u00a03.1. El projecte “Contes en fam\u00edlia” (pp. 95-104)<\/em>
\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Alessia Corsi i M\u00edriam Turr\u00f3<\/span>
\u00a0 \u00a0 \u00a03.2. Pluriling\u00fcisme i intercomprensi\u00f3 (pp. 105-117)<\/em>
\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Encarnaci\u00f3n Carrasco i Juan Antonio Soler<\/span>
\u00a0 \u00a0 \u00a03.3. Les lleng\u00fces pugen a l’escenari: una R\u00ednxols d’Or pluriling\u00fce (pp. 119-127)<\/em>
\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Maria Marcos, Sandra Memminger i Eva Tresserras<\/span>
\u00a0 \u00a0 \u00a03.4. La reflexi\u00f3 metaling\u00fc\u00edstica a l’aula (pp. 131-139)<\/em>
\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Neus Frigol\u00e9 i Eva Tresserras<\/span><\/p>\n

4. La formaci\u00f3 de docents<\/strong>
\u00a0 \u00a0 4.1. La reflexi\u00f3 sobre el pluriling\u00fcisme a trav\u00e9s de les narratives multimodals (pp. 143-150)<\/em>
\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0M\u00edriam Cabr\u00e9 i Juli Palou<\/span>
\u00a0 \u00a0 4.2. El sistema de creences en la formaci\u00f3 del professorat (pp. 151-160)<\/em>
\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Mireia P\u00e9rez-Peitx i N\u00faria S\u00e1nchez-Quintana\u00a0 \u00a0<\/span><\/p>","protected":false},"excerpt":{"rendered":"

Aquest llibre est\u00e0 escrit a moltes mans i des d\u2019una perspectiva on conflueixen investigaci\u00f3 i doc\u00e8ncia. Els membres del grup de recerca Pluriling\u00fcisme i Aprenentatge de Lleng\u00fces (PLURAL) l\u2019hem volgut …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1582","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.ub.edu\/plural\/wp-json\/wp\/v2\/pages\/1582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ub.edu\/plural\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ub.edu\/plural\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ub.edu\/plural\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ub.edu\/plural\/wp-json\/wp\/v2\/comments?post=1582"}],"version-history":[{"count":7,"href":"https:\/\/www.ub.edu\/plural\/wp-json\/wp\/v2\/pages\/1582\/revisions"}],"predecessor-version":[{"id":1752,"href":"https:\/\/www.ub.edu\/plural\/wp-json\/wp\/v2\/pages\/1582\/revisions\/1752"}],"wp:attachment":[{"href":"https:\/\/www.ub.edu\/plural\/wp-json\/wp\/v2\/media?parent=1582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}