Eduardo Calil de Oliveira

Researcher with an established trajectory in the field of acquisition, learning, and teaching of native language, with emphasis on oral language, reading, and writing processes. Since 1989, when he began his career as a literacy teacher, he has significantly contributed to scientific and pedagogical advancements in literacy education in Brazil and internationally.Academic BackgroundPhD in Linguistics from the Institute of Language Studies (IEL/UNICAMP, 1996), with research on textual production and creativity (FAPESP/CAPES). Master's in Education from the Faculty of Education at USP (1991), with a dissertation on the construction of Zones of Proximal Development (Vygotsky) in literacy contexts. Completed two Post-Doctoral fellowships: the first at the Institut des Textes et Manuscrits Modernes (ITEM, France, 2004) under the supervision of Almuth Grésillon (CAPES); and the second at the Modèles, Dynamiques, Corpus Laboratory (MODYCO, Université Paris Ouest Nanterre La Défense, 2010) under the supervision of Catherine Boré (CNPq). In 2022, he completed a Senior fellowship at the Centre for Research in Writing at the University of Exeter (United Kingdom).Professional Activities and ContributionsPioneer in Brazilian studies on Textual Genetics and school manuscripts, with the publication of the book "Authorship: Children and the Writing of Invented Stories" (Edufal, 1998). Founder of the School Manuscript Laboratory (LAME, 2010), which has become a reference in research on writing processes in school contexts. Developed the RAMOS System, an innovative methodological contribution to the field of written language acquisition studies, allowing for more refined analyses of textual production processes in the classroom. Coordinated important national teacher training programs, such as PROFA (2001-2002) and PROLETRAMENTO (2007-2008), directly impacting literacy teaching practices on a national scale. Actively participated in the National Textbook Program (PNLD) since 1996, contributing to the evaluation of various teaching materials and to the development of structuring curricular documents such as the PCNs and BNCC.International CooperationAssociate Professor at the École, Mutations, Apprentissages Laboratory (CY Cergy Paris Université, France), where he also served as a Visiting Professor (2011). Honorary Professor at the University of Exeter (United Kingdom) since 2019-2022. Visiting Researcher at Harvard Graduate School of Education (2014) with support from the Fulbright/CAPES Foundation, when he worked with Catherine Snow. Coordinated prominent international projects, such as the "InterWriting" project in partnership with the Research Center in Didactics and Technology in Teacher Education (CIDTFF) at the University of Aveiro (2016-2020) and the "Turing - Optimization of Complex Systems: Knowledge Networks, Communication, and Writing" project (PRONEX/FAPEAL, 2015-2017).Participated in the international mobility program (British Academy/NewtonFund, 2018-2019) in collaboration with researcher Debra Myhill, resulting in the publication of the article "Dialogue, erasure and spontaneous comments during textual composition" in the prestigious journal Linguistics and Education. Currently maintains research partnerships with the University of Toulouse II - Jean Jaurès (France) and with the Polytechnic Institutes of Leiria, Setúbal, and Santarém (Portugal).Current Research LinesHis investigations focus on the analysis of teaching materials approved by the PNLD, with emphasis on proposals for oral language, reading, textual production, linguistic analysis, and Literary Education. He develops studies on metalinguistic activities carried out by students and teachers during writing processes in the classroom, contributing to the improvement of pedagogical practices and to the understanding of cognitive processes involved in learning to write. (Source: Lattes Curriculum)