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Date: 12-13 October 2017Convener: Foreign Language Department, ESE-IPBVenue: School of Education, Polytechnic Institute of Bragan&#231;aArgumentHighlighting the 500-year anniversary of the Protestant Reformation allows us to recollect a cultural, intellectual and political revolution that sprang from it. It is indisputable that the Reform gave rise to one of the most decisive events in European history and the world at large, having thoroughly influenced the theological, historical, mental and political perceptions of western culture. The Reformation set of ideas had not only religious implications, but also political, social, cultural and linguistic, enveloped in a revolutionary tone, since the breadth of its consequences was overwhelming. As an example, we could mention the creation of the idea of a Protestant nation, both patriotic and, above all, Erastian (e.g. Great Britain). On the other hand, we witnessed a bipolarisation of the world, due to the Counter-Reformation led by Philip II in Spain, which was mainly Catholic and traditional, although the initial idea aimed at changing the Church.Regarded as a precursor of the Enlightenment and democracy, Luther lay the foundations for the concept of responsible citizenship. Even though he was unable to discover modern freedom, he intensified the dialectic according to which freedom is acknowledged as an ambiguous process. Related to Humanism, he changed the view of Man, largely emphasising the individual&#8217;s freedom and responsibility, establishing new ground for social and political participation and making the government accountable for school education. Luther left a deep mark in society, having encouraged teaching, music, the arts and language with the translation of the Bible and thus promoting an intercultural dialogue in view of bringing cultures together.This period must have been a Refolution, as Timothy Garton Ash states, the author of this neologism (Herspring, 1994), which consists of a process of political, social and economic changes that simultaneously combines elements of reform, or structural changes, and elements of revolution. Instead of completely destroying the former systems, the new political democratic systems are based on those, not only in their structure, but also personnel. Garton Ash intended to refer to Eastern Europe, namely Poland, the Czech Republic, Slovakia and Hungary. Later on, the neologism was applied to the Arab Spring or Arab Uprisings (cf. Keane, 2011). This blending ends up being &#8220;a radical refusal to choose between revolution or reform&#8221;, words that might be particularly sensitive to certain cultures, owing to the violence that swept their national and local histories. The coined word aims at conveying the idea of deviation from the inherent violence of revolutions, since the Arab Spring distinguished itself for its refusal to reacting violently, a feature typical of the revolutionary logic. Other distinctive features lie in the attention placed on civility, or the strategic meaning of the construction and defence of the public power, which integrated various religious beliefs within the same space, among others.The Lutheran Reformation, which started as a protest against the Catholic Church&#8217;s abuses, eventually had revolutionary implications in all walks of life and not only in the religious field. In line with the continuous defence of human freedom and the protection of fundamental human rights, these reform-like movements have the mission of renovating concepts, ideas and values that (challenge and) stand as the existing paradigms. From 1517 to 2017, the world has witnessed dramatic changes that shaped it from west to east. The succession of different paradigms throughout time resonates values and ideas in various places and times, whose power mobilises cultures and generates conquests and failures.We then aim to unravel the changes that this idea of Refolution has promoted. As such, topics and themes of interest include, but are not restricted to, the following:Catholic Counter-Reformation: importance and meaning(s)Construction and defence of the public space: the rule of languagesConstruction of national identities: language and powerCreation of national identities: language and powerEmergence and decline of lingua franca throughout history (e.g. Latin)Expressions of repression and fearLutheran Reformation: importance and meaningsNew literary and cultural perceptions: reform(s) and changesNew paradigms of knowledgePrinting as a propagandistic weapon of the ReformRefolutions and education (teaching of foreign languages)Refolutions and languagesRefolutions, counter-refolutions and languagesReform and Counter-Reformation in the Tudor eraReform: amidst history, literature, myths and memoriesRefolution: exiles and diasporasThe impact of refolutions in translationDeadlines and other information15th May: beginning of the submission of proposals for presentations, panels and round tables &#8211; abstracts up to 250 words15th July: final deadline for submission of proposals31st July: authors&#8217; notification30th September: submission of full articles for the double blind peer review processThe publication of the selected work will be done in the form of an online book, with ISBNOnly a maximum of 2 papers per author will be accepted, either individually or in groupInformation through the e-mail: cile@ipb.ptWebpage of the event: http://cile.ipb.pt/Plataform for the submission of abstracts: http://conferencias.ese.ipb.pt/ (click on &#8216;Call for papers&#8217;; at the end of the page, you will find &#8216;Passo um do processo de submiss&#227;o&#8217;; it requires registration)Registration(including coffee breaks):Early bird registration APEF members: 60&#8364;Registration for APEF members after 2nd September or at the Conference: 80&#8364;Early bird registration until 2nd September: 80&#8364;Registration after 2nd September or at the Conference: 100&#8364;Registration for IPB students: 20&#8364;Organising Committee ESE-IPBForeign Languages DepartmentScientific CommitteeAlexia Dotras Bravo, School of Education, Polytechnic Institute of Bragan&#231;a, PortugalAna Isabel Moniz, University of Madeira, PortugalAna Maria Alves, School of Education, Polytechnic Institute of Bragan&#231;a, PortugalCamino Guiti&#233;rrez Lanza, Faculty of Philosophy and Letters, University of L&#233;on, SpainCarla Gomes, Estoril Higher Institute for Tourism and Hotel Studies, PortugalCarlos Pasos Justo, Institute of Arts and Humanities, University of Minho, PortugalCl&#225;udia Martins, School of Education, Polytechnic Institute of Bragan&#231;a, PortugalDiego Santos S&#225;nchez, University of Alcala, SpainDominique Faria, University of A&#231;ores, PortugalDominique Guillemin, School of Education, Polytechnic Institute of Bragan&#231;a, PortugalElisabete Silva, School of Education, Polytechnic Institute of Bragan&#231;a, PortugalEsther Torres-Sim&#243;n, University of Rovira i Virgili, SpainGra&#231;a Bigotte Chor&#227;o, Accounting and Business School, Polytechnic Institute of Porto, PortugalIsabel Chumbo, School of Education, Polytechnic Institute of Bragan&#231;a, PortugalManuel Moreira da Silva, Accounting and Business School, Polytechnic Institute of Porto, PortugalMargarida Coelho, School of Technology and Management, Polytechnic Institute of Portalegre, PortugalMargarida Morgado, School of Education, Polytechnic Institute of Castelo Branco, PortugalMar&#237;a Carmen del Arau Ribeiro, Polytechnic Institute of Guarda, PortugalMaria de Jesus Cabral, Faculty of Letters, University of Lisbon, PortugalMark Daubney, School of Education and Social Sciences, Polytechnic Institute of Leiria, PortugalNatasa Pavlovic, University of Zagreb, CroatiaZaida Vila Carneiro, University of La Rioja, SpainSupporting institutions: APEF &#38; ReCLes.ptData: 12-13 Outubro 2017Organiza&#231;&#227;o: Departamento de L&#237;nguas Estrangeiras, ESE-IPBLocal: Escola Superior de Educa&#231;&#227;o Instituto Polit&#233;cnico de Bragan&#231;aApresenta&#231;&#227;oDestacarmos a comemora&#231;&#227;o dos 500 anos da Reforma Protestante leva-nos a recordar a revolu&#231;&#227;o cultural, intelectual e pol&#237;tica que dela irrompeu. &#201; indiscut&#237;vel que a Reforma edifica um dos acontecimentos decisivos na hist&#243;ria da Europa e do mundo, tendo influenciado profundamente a perce&#231;&#227;o teol&#243;gica, hist&#243;rica, mental e pol&#237;tica da cultura ocidental em geral.O ide&#225;rio da Reforma teve implica&#231;&#245;es n&#227;o apenas religiosas, mas igualmente pol&#237;ticas, sociais, culturais e lingu&#237;sticas, revestidas de um pendor revolucion&#225;rio na medida em que a extens&#227;o das suas consequ&#234;ncias foi vast&#237;ssima, patente, por exemplo, na cria&#231;&#227;o da ideia de na&#231;&#227;o Protestante, nacionalista e, sobretudo, baseada no sistema erastiano (e.g. a Gr&#227;-Bretanha). Por outro lado, gerou uma bipolariza&#231;&#227;o no mundo, devido &#224; Contrarreforma, liderada por Espanha e Filipe II, de cariz cat&#243;lico e tradicionalista, embora a ideia inicial fosse tamb&#233;m uma transforma&#231;&#227;o da Igreja.Considerado um dos precursores do Iluminismo e da democracia, Lutero criou os alicerces para o conceito de cidad&#227;o respons&#225;vel. N&#227;o descobrindo a liberdade moderna, intensificou a dial&#233;tica em que a liberdade &#233; reconhec&#237;vel como um processo amb&#237;guo. Associado ao humanismo, transformou a vis&#227;o do homem dando maior &#234;nfase &#224; liberdade e responsabilidade do indiv&#237;duo, criando uma base para a participa&#231;&#227;o social e pol&#237;tica e imputando ao estado a responsibiliza&#231;&#227;o na educa&#231;&#227;o escolar. Deixou uma marca profunda na sociedade, dando impulsos importantes no &#226;mbito do ensino, da m&#250;sica, das artes e da l&#237;ngua com a tradu&#231;&#227;o da B&#237;blia, promovendo assim um fortalecimento do di&#225;logo intercultural para a aproxima&#231;&#227;o das Culturas.Ter&#225; sido, como sublinha Timothy Garton Ash, criador deste neologismo (Herspring, 1994), uma Refolu&#231;&#227;o, isto &#233;, um processo de altera&#231;&#227;o pol&#237;tica, social e econ&#243;mica que combina simultaneamente elementos da reforma, ou modifica&#231;&#245;es estruturais, e elementos da revolu&#231;&#227;o. Em vez de destruir totalmente os antigos sistemas, os novos sistemas pol&#237;ticos democr&#225;ticos baseiam-se naqueles n&#227;o s&#243; em termos de estrutura, como de pessoas. Este autor pretendia referir-se &#224; Europa de Leste, nomeadamente Pol&#243;nia, Rep&#250;blica Checa, Eslov&#225;quia e Hungria. Posteriormente, o neologismo passou a ser igualmente aplicado &#224;s primaveras &#225;rabes (cf. Keane, 2011). Esta am&#225;lgama acaba por ser &#8220;uma recusa radical da escolha entre revolu&#231;&#227;o e reforma&#8221;, termos estes que se podem apresentar como particularmente sens&#237;veis em determinadas culturas, devido &#224; viol&#234;ncia que ocorreu nas respetivas hist&#243;rias nacionais e/ou locais. A palavra cunhada pretende afastar-se da viol&#234;ncia inerente &#224;s revolu&#231;&#245;es, uma vez que as primaveras &#225;rabes, neste caso, se distinguiram pela recusa de os intervenientes enveredarem por rea&#231;&#245;es violentas, t&#237;picas da l&#243;gica revolucion&#225;ria. Outros aspetos distintivos residem na aten&#231;&#227;o colocada &#224; civilidade, ou seja, no significado estrat&#233;gico que a constru&#231;&#227;o e defesa do espa&#231;o p&#250;blico implicam, manifesta, por exemplo, na integra&#231;&#227;o de v&#225;rias cren&#231;as religiosas no mesmo espa&#231;o, entre outros.A Reforma Luterana, come&#231;ando por representar um grito de protesto contra os abusos da Igreja cat&#243;lica, acabou por ter implica&#231;&#245;es revolucion&#225;rias em todas as &#225;reas da vida humana que n&#227;o apenas no campo religioso. Na senda da defesa cont&#237;nua da liberdade humana e da prote&#231;&#227;o dos direitos fundamentais da humanidade, estes movimentos reformistas, com pendor revolucion&#225;rio, t&#234;m a miss&#227;o de renovar conceitos, ideias e valores que (refutam e) se imp&#245;em a paradigmas existentes. Desde 1517 a 2017, o mundo viu-se confrontando com altera&#231;&#245;es substanciais que moldaram o mundo, de Ocidente a Oriente. A sucess&#227;o de diferentes paradigmas ao longo dos tempos convocou em lugares e momentos distintos valores e ideias, cujo poder mobiliza culturas e gera conquistas ou fracassos.Pretendemos, neste segundo Col&#243;quio de L&#237;nguas Estrangeiras, descobrir as altera&#231;&#245;es que esta (ideia de) Refolu&#231;&#227;o promove(u). Por conseguinte, prop&#245;em-se os seguintes temas e t&#243;picos de interesse para discuss&#227;o, al&#233;m de outros igualmente pertinentes:A constru&#231;&#227;o de identidades nacionais: l&#237;ngua e poderA constru&#231;&#227;o e defesa do espa&#231;o p&#250;blico: o poder das l&#237;nguasA Contrarreforma cat&#243;lica: import&#226;ncia e significadosA m&#225;quina propagand&#237;stica da Reforma: a imprensa escritaA Reforma Luterana: import&#226;ncia e significadosAs refolu&#231;&#245;es e a educa&#231;&#227;o (ensino das l&#237;nguas estrangeiras)As refolu&#231;&#245;es, as contrarrefolu&#231;&#245;es e as l&#237;nguasEmerg&#234;ncia e decl&#237;nio das l&#237;nguas francas ao longo da hist&#243;ria (e.g. latim)Express&#245;es de repress&#227;o e do medoNovas perce&#231;&#245;es liter&#225;rias e culturais: reforma(s) e mudan&#231;asNovos paradigmas do saberO impacto das refolu&#231;&#245;es na tradu&#231;&#227;oReforma e Contra-Reforma na &#233;poca TudorReforma: entre hist&#243;ria, literatura, mitos e mem&#243;riasRefolu&#231;&#227;o: ex&#237;lios e di&#225;sporasPrazos e outras informa&#231;&#245;es15 de maio: in&#237;cio da rece&#231;&#227;o de propostas de comunica&#231;&#245;es, pain&#233;is e mesas redondas&#8211; resumo com um m&#225;ximo de 250 palavras15 de julho: prazo final para a rece&#231;&#227;o de propostas31 de julho: notifica&#231;&#227;o dos autores30 de setembro: entrega dos artigos para o processo de dupla revis&#227;o cegaA publica&#231;&#227;o dos trabalhos selecionados ser&#225; realizada em formato de livro, online, com ISBNAceitam-se um m&#225;ximo de 2 trabalhos por autor, seja individual, seja em conjuntoInforma&#231;&#245;es atrav&#233;s do email: cile@ipb.ptP&#225;gina web do evento: http://cile.ipb.pt/Plataforma de submiss&#227;o de resumos: http://conferencias.ese.ipb.pt/(clicar em &#8216;Call for papers&#8217;; no final da p&#225;gina encontra-se &#8216;Passo um do processo de submiss&#227;o&#8217;; exige registo)Inscri&#231;&#245;es(inclui pausas para caf&#233;):Inscri&#231;&#227;o membros da APEF: 60&#8364;Inscri&#231;&#227;o membros da APEF ap&#243;s 2 de setembro ou no pr&#243;prio CILE: 80&#8364;Inscri&#231;&#227;o &#8220;early bird&#8221; at&#233; 2 de setembro: 80&#8364;Inscri&#231;&#227;o ap&#243;s 2 de setembro ou no pr&#243;prio CILE: 100&#8364;Inscri&#231;&#227;o dos alunos do IPB: 20&#8364;Comiss&#227;o Organizadora ESE-IPBDepartamento de L&#237;nguas EstrangeirasComiss&#227;o Cient&#237;ficaAlexia Dotras Bravo, ESE, Instituto Polit&#233;cnico de Bragan&#231;a, PortugalAna Isabel Moniz, Universidade da Madeira, PortugalAna Maria Alves, ESE, Instituto Polit&#233;cnico de Bragan&#231;a, PortugalCamino Guiti&#233;rrez Lanza, Faculdade de Filosofia e Letras, Universidade de L&#233;on, EspanhaCarla Gomes, Escola Superior de Hotelaria e Turismo do Estoril, PortugalCarlos Pazos-Justo, ILCH, Universidade do Minho, PortugalCl&#225;udia Martins, ESE, Instituto Polit&#233;cnico de Bragan&#231;a, PortugalDiego Santos S&#225;nchez, Universidade de Alcala, EspanhaDominique Faria, Universidade dos A&#231;ores, PortugalDominique Guillemin, ESE, Instituto Polit&#233;cnico de Bragan&#231;a, PortugalElisabete Silva, ESE, Instituto Polit&#233;cnico de Bragan&#231;a, PortugalEsther Torres-Sim&#243;n, Universidade Rovira i Virgili, EspanhaGra&#231;a Bigotte Chor&#227;o, ISCAP, Instituto Polit&#233;cnico do Porto, PortugalIsabel Chumbo, ESE, Instituto Polit&#233;cnico de Bragan&#231;a, PortugalManuel Moreira da Silva, ISCAP, Instituto Polit&#233;cnico do Porto, PortugalMargarida Coelho, ESTG, Instituto Polit&#233;cnico de Portalegre, PortugalMargarida Morgado, ESE, Instituto Polit&#233;cnico de Castelo Branco, PortugalMar&#237;a Carmen del Arau Ribeiro, Instituto Polit&#233;cnico da Guarda, PortugalMaria de Jesus Cabral, Faculdade de Letras da Universidade de Lisboa, PortugalMark Daubney, ESECS, Instituto Polit&#233;cnico de Leiria, PortugalNatasa Pavlovic, Universidade de Zagreb, Cro&#225;ciaZaida Vila Carneiro, Universidade de La Rioja, EspanhaApoios: APEF E ReCLes.pt