Caos, complexidade e Lingüística Aplicada: diálogos transdisciplinares

Martins, Antônio Carlos Soares; Braga, Júnia de Carvalho Fidelis

doi:10.1590/S1984-63982007000200010

Resumos

Neste texto, apresentamos um panorama de estudos na área da Lingüística Aplicada que discutem questões relativas ao processo de desenvolvimento de segunda língua, bem como aspectos relacionados aos ambientes interacionais de aprendizagem na perspectiva das teorias do Caos e Complexidade. Para isso, discutimos as principais noções da perspectiva da complexidade, retomando alguns aspectos da física clássica e contemporânea.

teorias do caos e da complexidade; lingüística aplicada; transdisciplinaridade; aprendizagem de línguas

In this paper, we present a panorama of studies in the area of Applied Linguistics that discuss questions regarding second language development as well as aspects related to interactional learning environments in the light of Chaos and Complexity theories. To accomplish this, we discuss the main notions of complexity through the rethinking of some aspects of classic and contemporary physics.

chaos and complexity theories; applied linguistics; transdisciplinarity; language learning

Caos, complexidade e Lingüística Aplicada: diálogos transdisciplinares

Antônio Carlos Soares Martins^I; Júnia de Carvalho Fidelis Braga^II

^IUniversidade Estadual de Montes Claros

^IIUniversidade Federal de Minas Gerais

RESUMO

Neste texto, apresentamos um panorama de estudos na área da Lingüística Aplicada que discutem questões relativas ao processo de desenvolvimento de segunda língua, bem como aspectos relacionados aos ambientes interacionais de aprendizagem na perspectiva das teorias do Caos e Complexidade. Para isso, discutimos as principais noções da perspectiva da complexidade, retomando alguns aspectos da física clássica e contemporânea.

Palavras-chave: teorias do caos e da complexidade; lingüística aplicada; transdisciplinaridade; aprendizagem de línguas.

ABSTRACT

In this paper, we present a panorama of studies in the area of Applied Linguistics that discuss questions regarding second language development as well as aspects related to interactional learning environments in the light of Chaos and Complexity theories. To accomplish this, we discuss the main notions of complexity through the rethinking of some aspects of classic and contemporary physics.

Keywords: chaos and complexity theories; applied linguistics; transdisciplinarity; language learning.

Texto completo do artigo disponível apenas em PDF.

Article full text available only in PDF format.

BACHMAN, L. Fundamental considerations in language testing Oxford: Oxford University Press, 1990.
BATES, E.; ELMAN, J.; JOHNSON, M.; KARMILOFF-SMITH, A.; PARISI, D.; PLUNKETT, K. Innateness and emergentism. In: BECHTEL, W.; GRAHAM, G. (Ed.). A companion to cognitive science Oxford: Blackwell, 1999. p. 590-601.
BOWERS, R. Mountains are not cones: what can we learn from chaos? In: ALATIS, J. E. (Ed.). Linguistics, Language Teaching and Language Acquisition: The Interdependence of Theory, Practice and Research. Washington, D.C.: Georgetown University Press. 1990. p. 123-136. (Georgetown University Round Table on Language and Linguistics, 1990.
BOWSFIELD, S. Complexity in the English language arts classroom: prompting the collective. In: Proceedings Complexity Science and Educational Research Conference, 2004, Chaffey's Locks. Canada, 2004. p. 147-154.
CAMERON, L. The complex dynamics of language use on tasks 1999. Disponível em: <http://www.education.leeds.ac.uk/research/ljc_complang.pdf>. Acesso em: 25 nov. 2004.
CAZDEN, C. Peekaboo as an instructional model: discourse development at home and at school. Stanford Papers and Reports in Child Language Development, v. 17, p. 1-19, 1979.
CONNOR-LINTON, J. Complexity, linguistics and language teaching. In: ALATIS, J. E.; STRAEHLE, C. A.; GALLENBERGER, B. (Ed.). Linguistics and the Education of Language Teachers: Ethnolinguistic, Psycholinguistic, and Sociolinguistic Aspects Washington, D.C.: Georgetown University Press. 1995. p. 596-604. (Georgetown University Round Table on Language and Linguistics, 1995).
COOK, G.; KASPER, G. Editorial. Applied Linguistics, Oxford: Oxford University Press, v. 27, n. 4, p. 554-557, 2006. Special Issue.
DAVIS, B.; SUMARA, D. Complexity and education: inquiries into learning, teaching, and research. Mahwah, N.J.: Lawrence Erlbaum, 2006.
DEMO, P. Complexidade e aprendizagem: a dinâmica não linear do conhecimento. São Paulo: Atlas, 2002.
DILLER, K. The non-linearity of language-learning and "post-modern" language teaching methods. In: BURMEISTER, H.; ROUNDS, P. (Ed.). Variability in second language acquisition Eugene Oregon University of Oregon, 1990. v. 2.
ELLIS, N. C. Emergentism, connectionism and language learning. Language Learning, Michigan: University of Michigan, v. 48, n. 4, p. 631-664, 1998.
ELLIS, R. Second language acquisition Oxford: Oxford University Press, 2003.
ELLIS, N. C.; LARSEN FREEMAN, D. Language emergence: implications for applied linguistics. Introduction. Applied Linguistics, Oxford: Oxford University Press, v. 27, n. 4, p. 558-589, 2006. Special Issue.
ELLIS, N. C. Dynamic systems and SLA: the wood and the trees. Bilingualism: Language e Cognition, Cambridge: Cambridge University Press, v. 10, n. 1, p. 23-25, 2007.
FINCH, A. Complexity and systems theory: implications for the EFL teacher/researcher. The Journal of Asia TEFL, n. 1/2, p. 27-46, 2004.
FINCH, A. Complexity in the language classroom. Secondary Education Research, v. 47, p. 105-40, 2001. Disponível em: <http://www.finchpark.com/arts/comp.htm>. Acesso em: 16 mar. 2005.
FLEISCHER, E. A colaboração on-line como subsídio para o desenvolvimento profissional de professores de línguas 2003. Dissertação (Mestrado) - Faculdade de Letras da UFMG, Belo Horizonte, 2003.
GLEICK, James. Caos: a criação de uma nova ciência. 14. ed. Rio de Janeiro: Campos, 1989. Original inglês.
HALLIDAY, M. A. K. New ways of meaning: the challenge to applied linguistics. In: FILL, A.; MÜHLHÄUSLER, P. (Ed.). The ecolinguistics reader: language, ecology and environment. London: Continuum, 2001, p. 175-202.
HOLLAND, J. H. A ordem oculta: como a adaptação gera a complexidade. Trad. de José Luís Malaquias. Lisboa: Gradiva, 1997.
HOLLAND, J. H. Emergence: from chaos to order. Oxford: Oxford University Press, 1998.
HOLLAND, J. H. Studying complex adaptive systems. Journal of Systems Science and Complexity, Boston: Srpinger, v. 19, p. 1-8, 2006.
KRAMSCH, C. (Ed.). Language acquisition and language socialization: ecological perspectives. London: Continuum, 2002.
KUHN, T. S. A estrutura das revoluções científicas 9. ed. São Paulo: Perspectiva, 2005.
LAM, E.; KRAMSCH, C. The ecology of an SLA community in a computer-mediated environment. In: LEATHER, J; VAN DAM, J. (Ed.). Ecology of language acquisition Amsterdam: Kluwer Academic, 2003.
LANTOLF, J. Part One: commentaries. In: KRAMSCH, C. (Ed.). Language acquisition and language socialization: ecological perspectives. London: Continuum, 2002. p. 88-95.
LARSEN-FREEMAN, D. Chaos/complexity science and second language acquisition. Applied Linguistics Oxford: Oxford University Press, v. 2, n. 18, p.141-165, 1997.
LARSEN-FREEMAN, D. Second Language Acquisition and Applied Linguistics. Annual Review of Applied Linguistics, Cambridge: Cambridge University Press, v. 20, p. 165-181, 2000.
LARSEN-FREEMAN, D. Language acquisition and language use from a chaos/complexity theory perspective. In: KRAMSCH, C. (Ed.). Language acquisition and language socialization London: Continuum, 2002a. p. 33-46.
LARSEN-FREEMAN, D. Part One: commentaries. In: KRAMSCH, C. (Ed.). Language acquisition and language socialization: ecological perspectives. London: Continuum, 2002b. p. 88-95.
LARSEN-FREEMAN, D. The emergence of complexity, fluency, and accuracy in the oral and written production of five chinese learners of English. Applied Linguistics, Oxford: Oxford University Press, v. 27, n. 4, p. 590-619, 2006.
LEATHER, J; VAN DAM, J. (Ed.). Ecology of language acquisition Amsterdam: Kluwer Academic, 2003.
LEFFA, V. J. Transdisciplinaridade no ensino de línguas: a perspectiva das teorias da complexidade. Revista Brasileira de Lingüística Aplicada, Belo Horizonte: Universidade Federal de Minas Gerais, v. 6, n. 1, p. 27-49, 2006.
LEWIN, Roger. Complexidade: a vida no limite do caos. Trad. Marta Rodolfo Schimidt. Rio de janeiro: Rocco, 1994.
LEWIS, M. The lexical approach: the state of ELT and the way forward. Hove: Language Teaching Publ., 1993.
LORENZ, E. N. The essence of chaos Seattle: Univ. Washington Press, 1993.
MACGILL, V. A history of chaos and complexity Disponível em: <http://complexity.orcon.net.nz/history.html>. Acesso em: 20 maio 2005.
MALLOWS, D. Non-linearity and the observed lesson. ELT Journal, Oxford: Oxford University Press, v. 56, n. 1, p. 3-10, 2002.
MEARA, P. Emergent properties of multilingual lexicons. Applied Linguistics, Oxford: Oxford University Press, v. 27, n. 4, p. 620-644, 2006.
MELLOW, J. D. The emergence of second language syntax: a case study of the acquisition of relative clauses. Applied Linguistics, Oxford: Oxford University Press, v. 27, n. 4, p. 645-670, 2006.
MORIN, E. Introdução ao pensamento complexo Lisboa: Instituto Piaget, 1990.
MORIN, E. Ciência com consciência. Tradução de Maria D. Alexandre e Maria Alice Dória. Rio de Janeiro: Bertrand Brasil, 1998.
NELSON, C. P. Contradictions in learning to write in a second language classroom: insights from radical constructivism, activity theory, and complexity theory. 2002. Tese (Doutorado) - University of Texas at Austin, Austin, 2002.
NELSON, C. P. The role of networks in learning to write. In: Complexity Science and Educational Research Conference, 2004, Chaffey's Locks, Proceedings... Canada. p. 91-105.
NELSON, C. P. Building blocks and learning. Cumplicity: an International Journal of Complexity and Education, Edmont, Alberta: University of Alberta, v. 1, n. 1, p. 39-55, 2005.
PAIVA, V. L. M. de O. Caleidoscópio: fractais de uma oficina de ensino aprendizagem: memorial. Belo Horizonte: Faculdade de Letras, Universidade Federal de Minas Gerais, 2002.
PAIVA, V. L. M. de O. Autonomia e complexidade: uma análise de narrativas de aprendizagem. In: FREIRE, M. M; ABRAHÃO, M. H. V; BARCELOS, A. M. F (Org.). Lingüística aplicada e contemporaneidade Campinas; São Paulo: Pontes: ALAB, 2005a. p. 135-153.
PAIVA, V. L. M. de O. Modelo fractal de aquisição de línguas. In: BRUNO, F. C. (Org.). Ensino-aprendizagem de línguas estrangeiras: reflexão e prática. São Carlos: Claraluz, 2005b, p. 23-36.
PAIVA, V. L. M. de O. Autonomia e complexidade. Linguagem e Ensino, Pelotas: Universidade Católica de Pelotas,v. 9, n.1, 77-127, 2006.
PAIVA, V. L. M. de O. As habilidades orais nas narrativas de aprendizagem. Trabalhos em Lingüística Aplicada No prelo.
PARREIRAS, V. A. A sala de aula digital sob a perspectiva dos sistemas complexos: uma abordagem qualitativa. Tese (Doutorado) - Faculdade de Letras da UFMG, Belo Horizonte, 2005.
PRASS, A. História da física Disponível em: <http://fisicanet.terra.com.br//historia>. Acesso em: 10 jun. 2005.
PRIGOGINE, I.; STENERS, I. A nova aliança: a metamorfose da ciência. Brasília: Ed. Universidade de Brasília, 1984.
PRIGOGINE, I. O fim das certezas: tempo, caos e as leis da natureza. São Paulo: Ed. Unesp, 1996.
ROSSI, P. O nascimento da ciência moderna na Europa Tradução de Antonio Angonese.Bauru: EDUSC, 2001.
STEWART, I. Será que Deus joga dados? A matemática do caos. Rio de Janeiro: Jorge Zahar, 1991.
SYVERSON, M. A. A wealth of reality: an ecology of composition. 1994. Tese (Doutorado) - UMI: University of California at San Diego, San Diego, 1994.
TAYLOR, P. H. Computer conferencing and chaos: a study in fractal discourse. 1993. Tese (Doutorado) - University of Texas at Austin, Austin, 1993.
TUDOR, I. The dynamics of the language classroom Cambridge: Cambridge University Press, 2001.
TUDOR, I. Learning to live with complexity: towards language teaching. System, v. 31, p. 1-12, 2003.
VAN LIER, L. The classroom and the language learner: ethnography and second language acquisition. London: Longman, 1988.
VAN LIER, L. Interaction in the language curriculum: awareness, autonomy and authenticity. London; New York: Longman, 1996.
VAN LIER, L. Approaches to observation in classroom research: observation from an ecological perspective. TESOL Quarterly, New York Teachers of English to Speakers of Other Languages, Inc., v. 31, p. 783-787, 1997.
VAN LIER, L. From input to affordance: social-interactive learning from an ecological perspective. In: LANTOLF, J. P. (Ed.). Sociocultural theory and second language learning Oxford: Oxford University Press, 2000. p. 245-259.
VAN LIER, L. An ecological-semiotic perspective on language and linguistics. KRAMSCH, C. (Ed.). Language acquisition and language socialization: ecological perspectives. London: Continuum, 2002. p. 140-164.
VAN LIER, L. The ecology and semiotics of language learning: a sociocultural perspective. Boston: Kluwer Academic, 2004.
WALDROP, M. Complexity: the emerging science at the edge of order and chaos. New York: Simon e Schuster, 1992.
WOOD, D.; BRUNER, J.; ROSS, G. The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, Cambridge: Cambridge University Press, v. 17, p. 89-100, 1976.

Datas de Publicação

Publicação nesta coleção
22 Abr 2013
Data do Fascículo
2007

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

[1] BACHMAN, L. Fundamental considerations in language testing Oxford: Oxford University Press, 1990.

[2] BATES, E.; ELMAN, J.; JOHNSON, M.; KARMILOFF-SMITH, A.; PARISI, D.; PLUNKETT, K. Innateness and emergentism. In: BECHTEL, W.; GRAHAM, G. (Ed.). A companion to cognitive science Oxford: Blackwell, 1999. p. 590-601.

[3] BOWERS, R. Mountains are not cones: what can we learn from chaos? In: ALATIS, J. E. (Ed.). Linguistics, Language Teaching and Language Acquisition: The Interdependence of Theory, Practice and Research. Washington, D.C.: Georgetown University Press. 1990. p. 123-136. (Georgetown University Round Table on Language and Linguistics, 1990.

[4] BOWSFIELD, S. Complexity in the English language arts classroom: prompting the collective. In: Proceedings Complexity Science and Educational Research Conference, 2004, Chaffey's Locks. Canada, 2004. p. 147-154.

[5] CAMERON, L. The complex dynamics of language use on tasks 1999. Disponível em: <http://www.education.leeds.ac.uk/research/ljc_complang.pdf>. Acesso em: 25 nov. 2004.

[6] CAZDEN, C. Peekaboo as an instructional model: discourse development at home and at school. Stanford Papers and Reports in Child Language Development, v. 17, p. 1-19, 1979.

[7] CONNOR-LINTON, J. Complexity, linguistics and language teaching. In: ALATIS, J. E.; STRAEHLE, C. A.; GALLENBERGER, B. (Ed.). Linguistics and the Education of Language Teachers: Ethnolinguistic, Psycholinguistic, and Sociolinguistic Aspects Washington, D.C.: Georgetown University Press. 1995. p. 596-604. (Georgetown University Round Table on Language and Linguistics, 1995).

[8] COOK, G.; KASPER, G. Editorial. Applied Linguistics, Oxford: Oxford University Press, v. 27, n. 4, p. 554-557, 2006. Special Issue.

[9] DAVIS, B.; SUMARA, D. Complexity and education: inquiries into learning, teaching, and research. Mahwah, N.J.: Lawrence Erlbaum, 2006.

[10] DEMO, P. Complexidade e aprendizagem: a dinâmica não linear do conhecimento. São Paulo: Atlas, 2002.

[11] DILLER, K. The non-linearity of language-learning and "post-modern" language teaching methods. In: BURMEISTER, H.; ROUNDS, P. (Ed.). Variability in second language acquisition Eugene Oregon University of Oregon, 1990. v. 2.

[12] ELLIS, N. C. Emergentism, connectionism and language learning. Language Learning, Michigan: University of Michigan, v. 48, n. 4, p. 631-664, 1998.

[13] ELLIS, R. Second language acquisition Oxford: Oxford University Press, 2003.

[14] ELLIS, N. C.; LARSEN FREEMAN, D. Language emergence: implications for applied linguistics. Introduction. Applied Linguistics, Oxford: Oxford University Press, v. 27, n. 4, p. 558-589, 2006. Special Issue.

[15] ELLIS, N. C. Dynamic systems and SLA: the wood and the trees. Bilingualism: Language e Cognition, Cambridge: Cambridge University Press, v. 10, n. 1, p. 23-25, 2007.

[16] FINCH, A. Complexity and systems theory: implications for the EFL teacher/researcher. The Journal of Asia TEFL, n. 1/2, p. 27-46, 2004.

[17] FINCH, A. Complexity in the language classroom. Secondary Education Research, v. 47, p. 105-40, 2001. Disponível em: <http://www.finchpark.com/arts/comp.htm>. Acesso em: 16 mar. 2005.

[18] FLEISCHER, E. A colaboração on-line como subsídio para o desenvolvimento profissional de professores de línguas 2003. Dissertação (Mestrado) - Faculdade de Letras da UFMG, Belo Horizonte, 2003.

[19] GLEICK, James. Caos: a criação de uma nova ciência. 14. ed. Rio de Janeiro: Campos, 1989. Original inglês.

[20] HALLIDAY, M. A. K. New ways of meaning: the challenge to applied linguistics. In: FILL, A.; MÜHLHÄUSLER, P. (Ed.). The ecolinguistics reader: language, ecology and environment. London: Continuum, 2001, p. 175-202.

[21] HOLLAND, J. H. A ordem oculta: como a adaptação gera a complexidade. Trad. de José Luís Malaquias. Lisboa: Gradiva, 1997.

[22] HOLLAND, J. H. Emergence: from chaos to order. Oxford: Oxford University Press, 1998.

[23] HOLLAND, J. H. Studying complex adaptive systems. Journal of Systems Science and Complexity, Boston: Srpinger, v. 19, p. 1-8, 2006.

[24] KRAMSCH, C. (Ed.). Language acquisition and language socialization: ecological perspectives. London: Continuum, 2002.

[25] KUHN, T. S. A estrutura das revoluções científicas 9. ed. São Paulo: Perspectiva, 2005.

[26] LAM, E.; KRAMSCH, C. The ecology of an SLA community in a computer-mediated environment. In: LEATHER, J; VAN DAM, J. (Ed.). Ecology of language acquisition Amsterdam: Kluwer Academic, 2003.

[27] LANTOLF, J. Part One: commentaries. In: KRAMSCH, C. (Ed.). Language acquisition and language socialization: ecological perspectives. London: Continuum, 2002. p. 88-95.

[28] LARSEN-FREEMAN, D. Chaos/complexity science and second language acquisition. Applied Linguistics Oxford: Oxford University Press, v. 2, n. 18, p.141-165, 1997.

[29] LARSEN-FREEMAN, D. Second Language Acquisition and Applied Linguistics. Annual Review of Applied Linguistics, Cambridge: Cambridge University Press, v. 20, p. 165-181, 2000.

[30] LARSEN-FREEMAN, D. Language acquisition and language use from a chaos/complexity theory perspective. In: KRAMSCH, C. (Ed.). Language acquisition and language socialization London: Continuum, 2002a. p. 33-46.

[31] LARSEN-FREEMAN, D. Part One: commentaries. In: KRAMSCH, C. (Ed.). Language acquisition and language socialization: ecological perspectives. London: Continuum, 2002b. p. 88-95.

[32] LARSEN-FREEMAN, D. The emergence of complexity, fluency, and accuracy in the oral and written production of five chinese learners of English. Applied Linguistics, Oxford: Oxford University Press, v. 27, n. 4, p. 590-619, 2006.

[33] LEATHER, J; VAN DAM, J. (Ed.). Ecology of language acquisition Amsterdam: Kluwer Academic, 2003.

[34] LEFFA, V. J. Transdisciplinaridade no ensino de línguas: a perspectiva das teorias da complexidade. Revista Brasileira de Lingüística Aplicada, Belo Horizonte: Universidade Federal de Minas Gerais, v. 6, n. 1, p. 27-49, 2006.

[35] LEWIN, Roger. Complexidade: a vida no limite do caos. Trad. Marta Rodolfo Schimidt. Rio de janeiro: Rocco, 1994.

[36] LEWIS, M. The lexical approach: the state of ELT and the way forward. Hove: Language Teaching Publ., 1993.

[37] LORENZ, E. N. The essence of chaos Seattle: Univ. Washington Press, 1993.

[38] MACGILL, V. A history of chaos and complexity Disponível em: <http://complexity.orcon.net.nz/history.html>. Acesso em: 20 maio 2005.

[39] MALLOWS, D. Non-linearity and the observed lesson. ELT Journal, Oxford: Oxford University Press, v. 56, n. 1, p. 3-10, 2002.

[40] MEARA, P. Emergent properties of multilingual lexicons. Applied Linguistics, Oxford: Oxford University Press, v. 27, n. 4, p. 620-644, 2006.

[41] MELLOW, J. D. The emergence of second language syntax: a case study of the acquisition of relative clauses. Applied Linguistics, Oxford: Oxford University Press, v. 27, n. 4, p. 645-670, 2006.

[42] MORIN, E. Introdução ao pensamento complexo Lisboa: Instituto Piaget, 1990.

[43] MORIN, E. Ciência com consciência. Tradução de Maria D. Alexandre e Maria Alice Dória. Rio de Janeiro: Bertrand Brasil, 1998.

[44] NELSON, C. P. Contradictions in learning to write in a second language classroom: insights from radical constructivism, activity theory, and complexity theory. 2002. Tese (Doutorado) - University of Texas at Austin, Austin, 2002.

[45] NELSON, C. P. The role of networks in learning to write. In: Complexity Science and Educational Research Conference, 2004, Chaffey's Locks, Proceedings... Canada. p. 91-105.

[46] NELSON, C. P. Building blocks and learning. Cumplicity: an International Journal of Complexity and Education, Edmont, Alberta: University of Alberta, v. 1, n. 1, p. 39-55, 2005.

[47] PAIVA, V. L. M. de O. Caleidoscópio: fractais de uma oficina de ensino aprendizagem: memorial. Belo Horizonte: Faculdade de Letras, Universidade Federal de Minas Gerais, 2002.

[48] PAIVA, V. L. M. de O. Autonomia e complexidade: uma análise de narrativas de aprendizagem. In: FREIRE, M. M; ABRAHÃO, M. H. V; BARCELOS, A. M. F (Org.). Lingüística aplicada e contemporaneidade Campinas; São Paulo: Pontes: ALAB, 2005a. p. 135-153.

[49] PAIVA, V. L. M. de O. Modelo fractal de aquisição de línguas. In: BRUNO, F. C. (Org.). Ensino-aprendizagem de línguas estrangeiras: reflexão e prática. São Carlos: Claraluz, 2005b, p. 23-36.

[50] PAIVA, V. L. M. de O. Autonomia e complexidade. Linguagem e Ensino, Pelotas: Universidade Católica de Pelotas,v. 9, n.1, 77-127, 2006.

[51] PAIVA, V. L. M. de O. As habilidades orais nas narrativas de aprendizagem. Trabalhos em Lingüística Aplicada No prelo.

[52] PARREIRAS, V. A. A sala de aula digital sob a perspectiva dos sistemas complexos: uma abordagem qualitativa. Tese (Doutorado) - Faculdade de Letras da UFMG, Belo Horizonte, 2005.

[53] PRASS, A. História da física Disponível em: <http://fisicanet.terra.com.br//historia>. Acesso em: 10 jun. 2005.

[54] PRIGOGINE, I.; STENERS, I. A nova aliança: a metamorfose da ciência. Brasília: Ed. Universidade de Brasília, 1984.

[55] PRIGOGINE, I. O fim das certezas: tempo, caos e as leis da natureza. São Paulo: Ed. Unesp, 1996.

[56] ROSSI, P. O nascimento da ciência moderna na Europa Tradução de Antonio Angonese.Bauru: EDUSC, 2001.

[57] STEWART, I. Será que Deus joga dados? A matemática do caos. Rio de Janeiro: Jorge Zahar, 1991.

[58] SYVERSON, M. A. A wealth of reality: an ecology of composition. 1994. Tese (Doutorado) - UMI: University of California at San Diego, San Diego, 1994.

[59] TAYLOR, P. H. Computer conferencing and chaos: a study in fractal discourse. 1993. Tese (Doutorado) - University of Texas at Austin, Austin, 1993.

[60] TUDOR, I. The dynamics of the language classroom Cambridge: Cambridge University Press, 2001.

[61] TUDOR, I. Learning to live with complexity: towards language teaching. System, v. 31, p. 1-12, 2003.

[62] VAN LIER, L. The classroom and the language learner: ethnography and second language acquisition. London: Longman, 1988.

[63] VAN LIER, L. Interaction in the language curriculum: awareness, autonomy and authenticity. London; New York: Longman, 1996.

[64] VAN LIER, L. Approaches to observation in classroom research: observation from an ecological perspective. TESOL Quarterly, New York Teachers of English to Speakers of Other Languages, Inc., v. 31, p. 783-787, 1997.

[65] VAN LIER, L. From input to affordance: social-interactive learning from an ecological perspective. In: LANTOLF, J. P. (Ed.). Sociocultural theory and second language learning Oxford: Oxford University Press, 2000. p. 245-259.

[66] VAN LIER, L. An ecological-semiotic perspective on language and linguistics. KRAMSCH, C. (Ed.). Language acquisition and language socialization: ecological perspectives. London: Continuum, 2002. p. 140-164.

[67] VAN LIER, L. The ecology and semiotics of language learning: a sociocultural perspective. Boston: Kluwer Academic, 2004.

[68] WALDROP, M. Complexity: the emerging science at the edge of order and chaos. New York: Simon e Schuster, 1992.

[69] WOOD, D.; BRUNER, J.; ROSS, G. The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, Cambridge: Cambridge University Press, v. 17, p. 89-100, 1976.

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Caos, complexidade e Lingüística Aplicada: diálogos transdisciplinares

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