O currículo e as práticas pedagógicas na EJA: concepções e crenças dos professores da escola municipal Francisca Leonísia Cruz

The present investigation deals with the Curriculum and Pedagogical Practices of Young and Adults, EJA, and articulates with the conceptions and beliefs of teachers sitting. The empirical scope of this investigation consisted in the Municipal School Francisca Leonísia, located in the Agrarian Reform Settlement Serra Nova, city of Florânia/RN. Seeks to analyze the relationship between the Curriculum and Educational Practices of Young and Adult EJA - conceptions beliefs of these teachers. This work is based on qualitative research, interpretative character reflective and makes use of documentary analysis, structured interviews and reflective sessions as methodological procedures which ensure the achievement of our goals in research. These procedures allowed us to enter the practice setting and curriculum for teachers to understand how they think, prepare and practice of adult education in school curriculum research field. The documentary analysis provided the rethinking of the curriculum selected references, Political Pedagogical Project and Proposed Course of EJA, from a critical reading of concepts and conceptions given in these references, with a view to construction and reconstruction of concepts that reclaim the identity of young people and adult field, inserted in the Rural Workers Movement landless/MST. As reflective sessions were constituted in spaces of collective training and allowed the group to selfreflection e collective reflection about the ideas and beliefs that permeate the curriculum and guide their practices education in adult education. In these areas of training are also discussed current problems of adult education, the construction of an educational project of the adult education field to, warranties of learning and cultural identity of the adult education field and placed in the context of the MST. Under this view, it is concluded that the conceptions and beliefs of teachers seated directly relate to the curriculum designed, developed and practiced in adult education, as well as the educational practices that permeate the curriculum. This relation is in the midst of adversities of Rural Education, inserted in the Movement of Landless Rural Workers-MST, and requires the commitment of teachers to the necessary changes to an education are critical and emancipatory

Crenças de professores do município de Caicó RN sobre o ensino de gramática nos anos iniciais do nível fundamental

Este trabalho tem como objetivo analisar as crenças de professores das séries iniciais do nível fundamental da cidade de Caicó-RN sobre o ensino de gramática. A partir da aplicação de um questionário, analisam-se as crenças manifestadas no discurso de 20 docentes da rede municipal de ensino do referido município. As questões formuladas visaram investigar as crenças dos informantes sobre o que é ensinar gramática e que dificuldades encontram para realizar o ensino dos conteúdos gramaticais, considerando aspectos teóricos e práticos, entre eles: a construção da concepção sobre ensino de gramática, a participação em projetos de formação continuada na especificidade de ensino de língua, a influência dessa formação sobre o seu fazer pedagógico, e a realização do planejamento de ensino de conteúdos gramaticais. Para fundamentar a reflexão, buscou-se apoio em autores como Abrahão; Barcelos (2006); Antunes (2009; 2007); Neves (2004a; 2004b; 2007; 2010) Silva (2004; 2007), Travaglia (2001; 2004); entre outros, a partir dos quais são abordados os conceitos de língua, linguagem e gramática, relacionando-os ao desenvolvimento da competência linguística/comunicativa no ensino de língua portuguesa. Os dados analisados revelam que a influência das crenças sobre o ensino de gramática no fazer pedagógico do professor se relaciona com sua formação acadêmica, desde a escolha do referencial teórico adotado pelos professores das disciplinas relacionadas ao tema até a metodologia utilizada para trabalhar os conteúdos, considerando as experiências pessoais concretizadas ao longo de sua vida. Além disso, percebeu-se que existe uma forte convergência entre crenças, conhecimentos e experiências práticas. O trabalho conclui-se com uma reflexão sobre as implicações que uma postura reflexiva pode ter no atual panorama de ensino de língua, em geral, e de gramática, em particular.

O papel da leitura nas aulas de inglês: uma análise segundo a percepção dos professores do ensino médio de escolas públicas estaduais de Natal

This dissertation aims at investigating the teachers beliefs about the role of the reading ability in English at public state high schools in Natal and identifying the social value of the process of learning English for students of a foreign language. From the understanding of studies on reading, both in the field of Cognitive Psychology, as in Gibson & Levin (1975), as in the area of Psycholinguistics, as in Goodman (1970) and Del Re (2006), We researched the teachers perceptions about the skills and competencies that should permeate their educational practices, through their knowledge about theories of language acquisition as Cognitivism (Piaget, 1961) and Social Interactionism (Vygotsky, 1979) and the official documents (PCNEM, 1999; PCN+, 2002 ) that are the parameters for teaching a foreign language. We took into consideration other factors that influence the choice of the goals and the objectives to be worked out, such as: intensity of teachers workload, number of classes and students per class for each teacher, materials and technologies available, among other factors that will play an important role in the choice of the appropriate methodologies. To conduct a case study, two questionnaires were used in the construction of direct interviews with fourteen English teachers in twenty schools. According to data on the teachers beliefs we could find that for them the reading ability does not seem to have an special treatment in the teaching of a foreign language due to factors that undermine this process and therefore make teachers do not realize the real objectives of teaching English at public state high schools in Natal. As a consequence, the current process of education complicates the formation of autonomous learners capable of fighting for a social transformation

Representações de professores de língua inglesa de Natal-RN: um estudo sistêmico-funcional

Teaching and learning representations have been more and more investigated in the Brazilian applied linguistics field, as it allows the understanding of the teachers representations and how they conceive the learning process. This practice facilitates the planning of actions to improve the educational system. This study aims at identifying, interpreting and discussing some representations related to the identity and professional view of English as a foreign language teachers in different school contexts of Natal-RN. The theoretical and methodological foundation for this research is Halliday s Systemic- Functional Linguistics (1994; HALLIDAY; MATHIESSEN, 2004; EGGINS, 1994, among others). Our goal was to reveal the teachers representations embedded in their language, mainly through the ideational metafunction, as language is the tool we use to express ourselves about the external world (events, qualities, things, etc) and the internal world (thoughts, beliefs, feelings, etc). The research corpus is made of 21 teacher narratives, generated from a questionnaire sent to the teachers, who were divided in two groups: Group 1 (public schools teachers) and Group 2 (private schools and English course teachers). Most of the participants seemed to be satisfied with their professional choice. Many of them see the job as a challenge and an opportunity to transmit knowledge. All of them affirmed that the English teacher is a professional, for different reasons; however, the low professional appreciation was a recurrent aspect among the studied narratives. When asked about where they work, the private school teachers seemed to be more satisfied with the teaching-learning process than the ones from the public schools. We believe that the data analyzed in this study is important to show how some English teachers from Natal-RN see their profession. The results might be used in continuing education courses as food-for-thought in group discussions, as it is extremely important to emphasize and stimulate this practice

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

As crenças docentes sobre a criatividade a as práticas pedagógicas criativa: o caso do programa do ensino médio inovador no RN

Estamos vivendo no século da criatividade em que os sujeitos precisam ser estimulados a criar e inovar nos processos de aprendizagem escolar. Nesse sentido, a criatividade precisa ser compreendida como um bem cultural, um direito de todos e uma condição histórica e cultural do sujeito, e não como uma capacidade inerente ao sujeito ou pertencente alguns poucos eleitos. Para que a criatividade do aluno seja estimulada, faz-se necessário, dentre outros elementos, que o conhecimento profissional do professor considere as crenças como componente de seu processo de profissionalização com o objetivo de reconhecer o seu papel e influências como formas de nortear as ações profissionais docentes. Para tanto, a presente tese tem o objetivo de estudar as crenças dos professores sobre a criatividade dos estudantes no Ensino Médio Inovador. O ensino, nessa perspectiva, mais especificamente, o ensino médio precisa inovar-se, e nesse processo, o Programa Ensino Médio Inovador PROEMI emerge como uma das iniciativas das políticas públicas educacionais vigentes. Para tanto, no intuito de fundamentar as nossas discussões dialogamos com autores que discutem a criatividade no contexto da educação, às crenças, o conhecimento profissional do professor e o ensino médio. Nessa pesquisa, 207 professores que atuam no ensino médio em escolas estaduais na cidade de Natal e sua Região Metropolitana dentro do PROEMI constituíram-se em nosso público-alvo. O instrumento de coleta de dados foi um questionário normativo de crenças contendo perguntas fechadas e abertas. Para a organização dos dados utilizamos os softwares estatísticos R. 2.15.1 e o Modalisa. O tratamento dos dados se deu mediante análises estatísticas como a análise descritiva dos enunciados, da média, do desvio padrão e a Análise de Componentes Principais ACP em relação aos resultados oriundos das perguntas fechadas e a análise de conteúdo em se tratando dos resultados referentes às perguntas abertas. Os resultados corroboraram com a tese de que os professores apresentam em suas crenças a predominância do enfoque tradicional ou clássico da criatividade, ou seja, creem-na como algo inato ao ser humano e que se desenvolve independentemente dos fatores sociais e culturais. No tocante às principais características do aluno criativo, a autonomia e o alto grau de originalidade em sua aprendizagem se destacaram, dentre outras características. Suas crenças, em relação aos elementos que inibem a criatividade do aluno apontaram que a escola, ao privilegiar os conteúdos escolares compromete a criatividade dos alunos e sobre os elementos que favorecem, destacaram-se as áreas da Arte, da Educação Física e da Literatura como disciplinas, que preferencialmente, desenvolvem a criatividade dos alunos no contexto escolar. Assim, constatamos que as crenças dos professores se configuram de forma reducionista e inatista e que precisam, urgentemente, ser repensadas para que não continue a comprometer o desenvolvimento da criatividade do aluno no contexto escolar, e nesse caso, as crenças se constituem em um dos elementos básicos da profissionalização docente que precisam constantemente ser repensadas e incluídas nas discussões sobre a formação e atuação docente, principalmente, dentro do PROEMI que tem como objetivo principal inovar e estimular a criatividade dos alunos no ensino médio

O portfólio na formação inicial do professor reflexivo de inglês como língua estrangeira: uma análise sistêmico-funcional

This research deals with the insertion of the portfolio as a resource to the development of the reflective action in training teachers of English as a Foreign Language (EFL). Its goal is to characterize linguistic marks that show the reflective process in learning narratives collected in portfolios following the considerations of the ideational metafunction of the Systemic-Functional Grammar (SFG) by Halliday (1994). Within the scope of analysis offered by SFG, the system of transitivity was chosen attempting to observe and study the lexicogrammatical choices made by participants to produce their learning narratives. The corpus was composed of twenty-six learning narratives produced by thirteen participants into two distinct modules, designated here as "First Assessment" and "Final Assessment. The analysis were performed using procedures related to Corpus Linguistics, with the aid of the computer resource WordSmith Tools 5.0 (Scott, 1999). The results seems to indicate that preservice teachers, when asked to reflect on activities written on the classroom, use in their narratives a significant majority of mental processes instead of material processes that are common in narratives from other nature. Meanwhile, the use of a portfolio in teacher training in EFL, can be considered as a trigger reflection tool, which allows future teachers' effective monitoring of all their learning process

O ensino de língua inglesa em um instituto federal : uma análise das recomendações documentais e da perspetiva dos professores

This work aims to understand the teaching of English at the Federal Institute of considering the recommendations of official and technical documents for the integrated secondary school and the perspective of the English teachers settled in one of the campuses of the Institute. It is also an objective of this research to infer as to what extent the perspective of teachers is articulated to the documental recommendations. For this purpose, several official and technical documents (LÜDKE; ANDRÉ, 1986), such as the PCNEMs (BRAZIL, 2000), the OCNEMs (BRAZIL, 2006) and the Political-Pedagogical Project of the Institute (IFRN, in press) were gathered, and a questionnaire was submitted to six teachers of English from one of the campuses of the institution. The theoretical references of the research include, among others, Bakhtin (1997; 1999), Widdowson (1991), Almeida Filho (2011; 2004), Celani (1988; 2009), Hutchinson and Waters (1987) and Dudley-Evans and St. John (1998). The results show that the teaching of English according to the documents predicts the instrumental use of the foreign language, but suggests the development of competences and skills as contextualized social practices, aimed at the education of the student as a professional-citizen. The perspective of teachers, in turn, points to a concern that the teaching of English serves as a tool for improving student life through the instrumental use of language as a means of accessing information and professional training. This finding reveals that the articulation between the documental recommendations and perspective of teachers does not go beyond what refers to the instrumental language teaching, since teachers do not show, when reporting their practices, the teaching of language as social practice, as mentioned in the legal texts

Análise de necessidades de inglês para fins específicos em um curso de graduação em turismo

This study presents the results of a survey conducted in the area of English for Specific Purposes (ESP) in order to identify (1) the learning needs of students in a course in Tourism, their desires and lacks, at a federal university, with respect to use of English; (2) the needs of the present situation of teachers and the coordinator of that course as to the language; (3) the needs of the target situation of professionals (graduates) and companies with respect to this language. This research is a case study (STAKE, 1998; YIN, 2009) and was used for data collection, instruments such as questionnaires, semi-structured interviews, and document on the Tourism Course. To this end, it was adopted the theoretical basis for the constructs of English for Specific Purposes (ESP) Inglês para Fins Específicos (IFE) in Brazil, also known as Inglês Instrumental, whose foundation is based on the work by Hutchinson and Waters (1987), Robinson (1991), Dudley-Evans and St. John (1998), Celani, Deyes, Holmes, Scott (2006), among others, since this work is devoted to a specific area, Tourism. Results show that students opined the ability to prioritize reading and speaking into the classroom. Professionals reported that the latter is an indispensable tool for entering the labor market, yet they feel unprepared and need to attend English language courses in private language schools. The testimony of company executives also point to this deficiency. Finally, the present situation of teachers reveals that, while advocating the use of English in the classroom, this is not because students prefer their mother tongue. There is also an evident lack of needs analysis. Eventually, the coordinator said that there is some uncertainty as to the methodology, content and language skills worked, and the lack of interaction among teachers of English. It was concluded, therefore, it is important to conduct a needs analysis so that one can redesign a course that meets the different contextual needs: students, teachers, coordination, represented by the institutional needs, and the labor market

"Eu pensei que ia sair daqui falando inglês": um estudo sistêmico-funcional sobre papéis sociais atribuídos por alunos de um curso de Letras/Inglês

Research in the area of teacher training in English as a Foreign Language (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAHÃO, 2010) articulates the complexity of beginning teachers classroom contexts aligned with teaching language as a social and professional practice of the teacher in training. To better understand this relationship, the present study is based on a corpus of transcribed interviews and questionnaires applied to 28 undergraduate students majoring in Letters/English emphasis, at a public university located in the interior of the Western Amazon region, soliciting their opinions about the reforms made in the curriculum of this Major. Interviews and questionnaires were used as data collection instruments to trace a profile of the students organized in Group 1, with freshmen and sophomore undergraduates who are following the 2009 curriculum, and Group 2, with junior and senior undergraduates who are following the 2006 curriculum. The objectives are to identify, to characterize and to analyze the types of pronouns, roles and social actors represented in the opinions of these students in relation to their teacher training curriculum. The theoretical support focuses on the challenge of historical and contemporary routes from English teachers initial education programs (MAGALHÃES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Our theoretical perspective is based on the Systemic Functional Grammar of Halliday (1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004), Eggins (1994; 2004) and Thompson (2004). We focus on the concept of the Interpersonal meaning, specifically regarding the roles articulated in the studies by Delu (1991), Thompson and Thetela (1995), and in the Portuguese language such as Ramos (1997), Silva (2006) and Cabral (2009). Moreover, we ascribe van Leeuwen s (1997; 2003) theory of Representation of Social Actors as a theoretical framework in order to identify the sociological aspect of social actors represented in the students discourse. Within this scenario, the analysis unfolds on three levels: grammatical (pronouns), semantic (roles), and discursive (social actors). For the analysis of interpersonal realizations present in the students opinions, we use the computational program WordSmith Tools (SCOTT, 2010) and its applications Wordlist and Concord to quantify the occurrences of the pronouns I, You and They, which characterize the roles and social actors of the corpus. The results show that the students assigned the following roles to themselves: (i) apprentice to express their initial process of English language learning; (ii) freshman to reveal their choice of Major in Letters/English emphasis; (iii) future teacher to relate their expectations towards a practicing professional. To assign the roles to professors in the major, the students used the metaphor of modality (I think) to indicate the relationship of teacher training, while they are in the role of a student and as a future teacher. From these evidences the representation of the students as social actors emerges in roles such as: (i) active roles; (ii) passive roles and (iii) personalized roles. The social actors represented in the opinions of the students reflect the inclusion of these roles assigned to the actions expressed about their experiences and expectations derived from their teacher training classroom

Histórias de professores universitários sobre ensinar inglês para fins específicos

This research has as its theoretical and methodological assumptions (1) the Narrative Inquiry (CLANDININ; CONNELLY, 2011), (2) the Systemic Functional Grammar (HALLIDAY, 1985, 1994; THOMPSON, 2002; EGGINS, 1994; HALLIDAY; MATTHIESSEN, 2004) and (3) the English for Specific Purposes Approach (ESP - HUTCHINSON; WATERS, 1987; CELANI, 2005; RAMOS, 2005), and its overall objective is to survey the meanings construed by the participants who are ESP practitioners and have not received a specific education to teach this approach at their undergraduation. The field texts and therefore the analises were divided into two distinct groups: the first with data generated from a questionnaire applied to nine professors from a federal university in the northeast of Brazil, which contains open and closed questions about their training and their experiences in teaching ESP; the second group, focusing this time on the experiences of three professors from the first group who were still teaching ESP, with data generated from interviews with these participants in addition to the data generated from their autobiographies and from the researcher´s as well. The computational tool WordSmith Tools 6.0 (SCOTT, 2012) was used to select, organize, and quantify data to be analyzed in the first group of texts, identifying the types of Processes and Participants through the Transitivity System (HALLIDAY; MATTHIESSEN, 2004). The Processes which were more used by the professors in the questionnaire were the Material, followed by the Relational and then the Mental ones, indicating that most professors reported their actions related to the teaching of ESP, rated or evaluated the approach, their training to teach it and their experiences, hence, rarely showing their thoughts and emotions about teaching ESP. Most of the nine professors say they carry out needs analysis, but not all do it according to the authors cited by them or the ones that are considered a reference in this area, such as the ones used in this research as reference. Similarly, their definitions and conceptions of ESP, in most cases, differed from these authors. All the professors claim not having had specific education to teach ESP at the undergraduation. When examining the stories of the four teachers, in the second group of the field texts, based on meaning composition according to Ely, Vinz, Downing and Anzul (2001), it was revealed that the kind of knowledge they report using when they teach ESP is related to their Personal Practical Knowledge and their Professional Knowledge (ELBAZ, 1983; CLANDININ, 1988). In their autobiographies, metaphors were also identified and they represent their concepts of teaching and being a teacher. Through this research, we hope to contribute to the understanding of what teaching ESP might mean for professors in the researched context and also to the continuing education of ESP practitioners, as well as to a review of the curricula in the English language undergraduate courses and of the role of ESP in the training of these professionals

Uma viagem aos saberes das formadoras de professores da Educação Infantil

This study aims to contribute with the professional development of the Trainers of childhood education teachers of the City Department of Education of Natal/RN, through a formation in context, trying to understand the teaching knowledge required in the practice of these professionals. The focus of the research is in teaching knowledge understood as the ideas, beliefs, conceptions, reasons, arguments, speeches that the trainers builds during his life (ALTET, 2001; PIMENTA, 2002; TARDIF, 2001; 2002). The study inserts itself in the qualitative approach of the educational research and the chosen methodology has characteristics of an inquiryaction. In the process, the following instruments had been used: questionnaires, press conferences, personal documents. The relevance of the present research is in achieving reflections concerning the role of the trainers of teachers, who needs to be seen as a mediator in the formation of teachers, in view of the fact that he interferes and is determinative in such a way in the formative process as in its results. The findings demonstrate that: a) the identity of the trainer is in a development process, what it is resembled to the effective situation of that, symbolically, the trainer exists, however, his attributions still are not enough clear; b) the teaching knowledge of the formation in the childhood education are related, among others points, primordially, to the function / role of the childhood education, child and teacher s point of view of this stage of the basic education; c) the Trainers teaching knowledge, concerning the teaching performance, ratifies the multiplicity of knowledge that the trainer must has, beyond the necessary complementarities and conciliation between the administrative and pedagogical aspects in the exercise of the function; d) the Trainers have knowledge that are according to the speech, consisting as declarative knowledge; e) there is a conflict between the teaching knowledge of the Trainers and the actions that are part of real life, generating contradictions between the formative saying and making

A aprendizagem de inglês mediada por jogos eletrônicos do tipo MMORPG

Massively Multiplayer Online Role-Playing Games (MMORPGs) are role-playing games that, through the Internet, can integrate thousands of players interacting at the same time in at least one virtual world. This way, these games can provide, further than fun, a greater familiarity with the additional language and opportunity to improve the linguistic proficiency in a real context. Hence, what is proposed in this study is extended knowledge about the learning of an additional language mediated by MMORPGs for teachers to know how, if relevant, to present, use or encourage this practice to their students. Based on this major purpose, we seek to answer the following research questions: (a) what distinguishes the learning profile of the gamers and non-gamers; (b) if MMORPGs can, through a hybrid and systematic approach, assist the development of proficiency of the additional language and (c) what the think-aloud protocols show about the learning mediated by the MMORPG Allods Online. Following an experimental method (NUNAN, 1997), 16 students of the curricular component Reading and Writing Practices in English Language have comprised the control group and 17 students of the same class formed the experimental group and were submitted to a pre and post-test adapted from the Key English Test (KET) by the Cambridge University (2008). The tests were conducted before and after a period of 5 weeks of 3 hours of practice with Allods Online a week (experimental group), and classes of the curricular component (both groups). A quantitative analysis of the questionnaires about the exposure to English profiles of the participants, a quantitative analysis of the tests scores and a qualitative analysis of the thinkaloud protocols collected during the experiment were conducted based on the theories of (a) motivation (GARDNER, 1985, WILLIAMS & BURDEN, 1997, BROWN, 2007, HERCULANO-HOUZEL, 2005); (b) active learning (GASS, 1997, GEE, 2008, MATTAR, 2010); (c) interaction and collaborative learning (KRASHEN, 1991, GASS, 1997, VYGOTSKY, 1978); (d) situated learning (DAMASIO, 1994; 1999; 2003, BROWN, 2007, GEE, 2003) and (e), tangential learning (PORTNOW, 2008; MATTAR, 2010). The results indicate that the participants of the experimental group (gamers) seem to be more engaged in tangential English learning activities, such as playing games, listening to music in English, communicating with foreigners and reading in English. We also deduced that the period of experiment possibly generated positive results on the gamers proficiency scores, mainly in the parts related to orthographic development, reading and comprehension, writing with focus on content and orthographic accuracy. Lastly, the think-aloud protocols presented evidences that the gamers have engaged in active English language learning, they have interacted in English with other players, and learned linguistic aspects through the experience with the MMORPG Allods Online

Química em cena: uma proposta para formação inicial de professores de química

In educational observed difficulty in train teachers to meet the medium and higher education needs, and one reason for this is the different experiences in the training of educators in relation to those found in the classroom. So often arise criticisms related to relevance and efficiency of degree courses, as regards the performance of its natural mission, which weakens the teacher training. Thus, improving the quality of education is very dependent on the initiatives of teachers, creating teaching alternatives to strengthen their performance in school. From this reflection, it is concluded that teacher training needs new educational proposals that qualify, and so can promote the formation of his students more adequately. Among the educational proposals as alternatives to initial teacher training may use the scientific theater (TC). Considering this possibility, this work has been proposed as investigate and discuss the influence of TC combined with experimentation in the initial training of future teachers in Chemistry who participate in the Groups Fanatics chemistry Theatre (UERN) and Chemistry on Stage (UFRN). Therefore, there was, in a first stage, theatrical essays based on the theater of the oppressed, and written dramaturgical scripts, a collaborative proposal. To incorporate experimentation in chemistry to theater rehearsals, there was a systematic literature search and after content analysis, were selected categories, materials and reagents easily accessible, easy procedures and implementation with low risk of accidents and easy care chemical waste. In the second part we identified: a) the beliefs of student teachers in the use of TC ally trial for initial training of chemistry teachers; b) the influence of TC ally to trial on learning of chemical concepts of high school students who attended the shows; c) the reasons for using or not TC ally to trial by chemistry teachers who participated in the TC group and currently work in the classroom. In this study, questionnaires and interviews were used, compounds, respectively, by a Likert scale and open questions. Quantitative data were analyzed by classical statistics the media, using as centrality measures the average, the concordance argument and the average deviation. Qualitative data were discussed according to content analysis, with categories that emerged from reading the answers. These analyzes concluded that the licensees have a positive view on the use of scientific theater for disclosure of the chemical for use in the learning of chemical concepts, pedagogical and disciplinary knowledge, and to form promotion strategy for research and extension at the University. They credit improvements in their initial training on the use of scientific theater combined with experimentation. The TC provides motivation for the construction of conceptual thinking in an informal way of chemical communication, allowing the student to expand their knowledge, not only favoring the phenomenological approach, but also the construction of chemical knowledge and the internalization of scientific concepts.