Eduardo Calil de Oliveira

Since 1989, at the beginning of his professional life as a literacy teacher at Escola da Vila in São Paulo, Eduardo Calil has focused on the study of collaborative writing processes in the elementary school context. In his master s dissertation, defended in 1991 at the Faculty of Education, University of São Paulo, 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, completed in 1995 at the Institute of Language Studies, State University of Campinas, 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 (the schoolchild s manuscript) 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 coercion. 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 as professor of writing and literacy at the Education Center of the Federal University of Alagoas, he has produced reading and text production materials, such as the didactic projects Poema de cada dia [Poem of the day], Gibi na sala [Comic strips in the classroom], and Contos do como e do porquê [Tales of the how and the why]. Shortly after creating the Research Group Escritura, Texto & Criação (ET&C) [Scripture, Text & Creation], Calil took his first postdoctoral internship (2003-2004, supported by CAPES) at the Institut des Textes et Manuscrits Modernes, at which time he became a researcher associated with the team Manuscrit - Linguistique - Cognition. His second post-doctoral internship (supported by CNPq) was taken in 2010 at the Laboratory Modèles, Dynamiques, Corpus (MODYCO) of the Université Paris Ouest Nanterre La Défense, and in 2011 he worked as a guest professor invited by the Laboratory École, Mutations, Apprentissages of the Université Cergy-Pontoise, and was the Brazilian responsible for the bilateral cooperation agreement signed between his university and the French institution. In 2010, he also founded the Laboratório do Manuscrito Escolar [School Writing Laboratory]. His most important works have been published in French and English. Among his most significant contributions to the study of the writing process in action is the concept of verbal erasure. For 18 years his research projects have been supported by research funding agencies, and he recently obtained approval from the Turing Project, linked to the Support Program for Centers of Excellence (PRONEX) of the State of Alagoas Research Support Foundation (FAPEAL). This approval led to a partnership with the Núcleo de Excelência em Tecnologias Sociais and with the research team of the project Desenvolver, Automatizar e Autorregular os Processos Cognitivos na Composição Escrita, of University of Porto (Portugal) Faculty of Psychology and Education Sciences. In partnership with researchers from these laboratories, the development of the Sistema para Captura de Escritura em Tempo e Espaço Real [System to Capture Writing in Real Time and Space] (RAMOS System) started in 2012. In 2013 Calil, with French researcher Catherine Boré, organized and published the book L école, l écritutre et la création: Études franco-brésiliennes, through the Franco-Belgian publishing house L Harmattan-Academia.