PIBID e ensino de línguas estrangeiras: o impacto no projeto Luz, câmera... action!

PIBID's subproject from the Letras course at a public university from the interior of Sao Paulo has, as a vision, the teaching of languages in a different way, where the culture is something to be known, not only mentioned, and, because of that, students feel close to the language learning process, for the language is not something to be learned just as grammar, it is, in fact, to be learned as something more complex than that, making the connection between student and language and its values. The students have, as an objective the knowledge and formation in teaching, by participation in public schools where they could put the theory learned during the Letras course in the university in practice with students that could benefit from learning new languages. The public school, mentioned in this research, offered the opportunity for the PIBID students to participate in a project that already existed in this school, where the students were supposed to produce a script based in a tale, and with the script, they were supposed to produce a short movie and a trailer. In 2014, in the first year of the participation of PIBID in the project, PIBID students were asked to choose a tale in the languages that are currently part of the subproject, for the students could use as a base to the production of the short movie. This project is called Luz, Câmera… Action! and the main objective of this research was to verify the participation of PIBID in the project. For such, it was used a semi-structured open questionnaire, which sought to investigate how students and supervisors from the school understood and analyzed PIBID's participation in the project

A aprendizagem do desenho e da escrita: uma experiência com ideogramas japoneses no ensino fundamental

The aim of this paper is to gather research information and studies posted about the importance of social environment in the development of symbolic systems on children. Languages verbal, visual and written are interrelated representation systems, although each one has its own characteristics and elements. The objective of this paper is to elucidate the importance of linking the various existing types of language and therefore the importance of a coordinate approach also in the teaching-learning situations of these systems. The work also intends to disclose how thin is the line that separates writing of drawing, both of them as representative systems. As well as to show how visual information and language are intrinsically linked as thought happens by the connections between them. The work includes the report of an activity with Japanese ideograms done in the author's teacher's training at formal education. It also approaches pictographic, creative and poetic aspects of ideograms that brings up new ways of thinking and representing symbolically just like the methods of artistic language