Eensino de língua portuguesa: da formação do professor à sala de aula

La reflexión crítica sobre la escuela y los quehaceres docentes ha favorecido la producción y la sistematización de nuevos saberes basados en fundamentos científicos, principalmente sobre las prácticas pedagógicas. En la enseñanza de Lengua Portuguesa, las investigaciones buscan comprender lo qué y cómo se enseña y se aprende durante la escolarización. En esa perspectiva, realizamos un estudio sobre la formación del profesor de Lengua Portuguesa y sus implicaciones en la clase, buscando observar la actuación de los alumnos-maestros en el contexto escolar, durante la realización de las Prácticas. Para tanto, elegimos como objetivo general, investigar cómo la carrera de Filología de la UFRN/CERES/Campus de Currais Novos promovía la formación de futuros profesores para atender a las expectativas de las políticas públicas para la enseñanza de Lengua Materna. Como referencial teórico, estudiamos los PCN, el proyecto político pedagógico de la carrera y autores del área de enseñanza de Lengua Portuguesa y de Educación, entre ellos, Geraldi (1996), Travaglia (1996, 2003), Antunes (2003, 2007, 2009 y 2010), Lomas (2003), Figueiredo (2005), Marcuschi (2001, 2008), Oliveira (2010), Riolfi et al. (2008), Possenti (2003), Alarcão (1996, 2001) Imbernón (2011), Pimenta y Lima (2010) y Schön (1993). El estudio está situado en el ámbito de la Lingüística Aplicada y se caracteriza como investigación cualitativa de naturaleza interpretativista, a partir de un abordaje de inspiración etnográfica del ambiente de las Prácticas. En los resultados constatamos que los alumnos-maestros privilegian la enseñanza prescriptiva, fundamentado en una concepción de lengua como sistema, direccionando la enseñanza de la lengua para la dirección contraria al abordaje funcionalista (lengua / uso), distanciándose considerablemente de la propuesta de formar un alumno crítico y agente de transformación. Respecto a la visión de los alumnos-maestros sobre la carrera, fueron listadas algunas cuestiones relevantes, entre ellas, los contenidos que hacen parte de la carrera, la distribución de la carga horaria de los componentes curriculares, la revisión de las ementas, la oferta de asignaturas de inclusión social, la reorganización de las actividades de la práctica en relación al acompañamiento y orientación a los alumnos-maestros y, especialmente, la desarticulación teoría / práctica que fue considerada como responsable por muchas de las dificultades encontradas por los referidos alumnos en la fase de regencia de clase en la enseñanza de Lengua Portuguesa en los niveles de enseñanza fundamental y media. De ese modo, a partir del análisis de estos significados construidos por los alumnos-maestros sobre el proceso de formación en esa carrera de Letras, constatamos la necesidad de una revisión del proyecto de la carrera, pues éste presenta esas fragilidades que necesitan ser analizadas en función de la mejoría de la calidad de la enseñanza de la graduación

Narrativas de professores em formação sobre a didatização de podcasts para o ensino de inglês na floresta

Considering the following conditions: (1) the fluency demands of students in an undergraduate program in Languages and Literatures/English in the Amazon region; (2) the listening and speaking needs of pre-service teachers of English as a Foreign Language (EFL); (3) my continuing education as a professor of EFL and my academic literacy as a teacher-researcher and pre-service-teacher trainer, this study, which is based on Narrative Inquiry, reports on a teacher experience of working didactically with oral genres through podcasting an activity that emerged with the advent of Information and Communication Technology (ICT). Through this process, I engage with some theorists who promote teaching as a process that is driven by a concept of language as social practice. Subsequently, I make use of the notions of context of culture and context of situation, derived from Systemic Functional Linguistics, as well as the concept of genre and register derived from the perspective of this theory. Based on these principles and beliefs, the Amazon region constitutes the register (situation) of the genres used in this study. These principles also provide, opportunities for building learning strategies appropriate to this local context, and also to teach listening and speaking skills from a task-based approach. During the experience, based on the reflective teacher-education model, the participants produced narratives about the process, which I then analyzed according to Ely, Vinz, Downing and Anzul (2001), who propose possibilities of composing meanings in Narrative Inquiry. Based on this perspective, I discuss the following topics, which were highly emphasized in the participants narratives: the lack of didactic activities using oral genres; the relevance of context within teacher education; and collaborative work as a strategy to overcome gaps in digital literacy, language fluency and teaching skills. The meanings I thereby compose point to a paradigm shift in English language teaching within this context. I also argue for a pedagogical practice that is engaged with historical and socio-cultural issues, and with the development of language skills, also one that promotes the implementation of ICTs at the very start of teacher training programs, adopting teaching and learning strategies that correspond to the demands of fluency in this particular context, and deficiencies imposed by geographical isolation

Formação de caudas maxwellianas no Contexto da rotação estelar

In this Thesis, we analyzed the formation of maxwellian tails of the distributions of the rotational velocity in the context of the out of equilibrium Boltzmann Gibbs statistical mechanics. We start from a unified model for the angular momentum loss rate which made possible the construction of a general theory for the rotational decay in the which, finally, through the compilation between standard Maxwellian and the relation of rotational decay, we defined the (_, _) Maxwellian distributions. The results reveal that the out of equilibrium Boltzmann Gibbs statistics supplies us results as good as the one of the Tsallis and Kaniadakis generalized statistics, besides allowing fittings controlled by physical properties extracted of the own theory of stellar rotation. In addition, our results point out that these generalized statistics converge to the one of Boltzmann Gibbs when we inserted, in your respective functions of distributions, a rotational velocity defined as a distribution

Formação estelar desencadeada pela colisão entre nuvens moleculares magnetizadas

We use a finite diference eulerian numerical code, called ZEUS 3D, to do simulations involving the collision between two magnetized molecular clouds, aiming to evaluate the rate of star formation triggered by the collision and to analyse how that rate varies depending on the relative orientations between the cloud magnetic fields before the shock. The ZEUS 3D code is not an easy code to handle. We had to create two subroutines, one to study the cloud-cloud collision and the other for the data output. ZEUS is a modular code. Its hierarchical way of working is explained as well as the way our subroutines work. We adopt two sets of different initial values for density, temperature and magnetic field of the clouds and of the external medium in order to study the collision between two molecular clouds. For each set, we analyse in detail six cases with different directions and orientations of the cloud magnetic field relative to direction of motion of the clouds. The analysis of these twelve cases allowed us to conform analytical-theoretical proposals found in the literature, and to obtain several original results. Previous works indicate that, if the cloud magnetic fields before the collision are orthogonal to the direction of motion, then a strong inhibition of star formation will occur during a cloud-cloud shock, whereas if those magnetic fields are parallel to the direction of motion, star formation will be stimulated. Our treatment of the problem confirmed numerically those results, and further allowed us to quantify the relative star forming efficiencies in each case. Moreover, we propose and analyse an intermediate case where the field of one of the clouds is orthogonal to the motion and the field of the other one is parallel to the motion. We conclude that, in this case, the rate at which the star formation occurs has a value also intermediate between the two extreme cases we mentioned above. Besides that we study the case in which the fields are orthogonal to the direction of the motion but, instead of being parallel to each other, they are anti-parallel, and we obtained for this case the corresponding variation of the star formation rate due to this alteration of the field configuration. This last case has not been studied in the literature before. Our study allows us to obtain, from the simulations, the rate of star formation in each case, as well as the temporal dependence of that rate as each collision evolves, what we do in detail for one of the cases in particular. The values we obtain for the rate of star formation are in accordance with those expected from the presently existing observational data

Formação estelar desencadeada pela colisão entre nuvens moleculares magnetizadas

Conselho Nacional de Desenvolvimento Científico e Tecnológico