Avaliando a aprendizagem de língua inglesa em uma escola de ensino m��dio a partir de contribui����es discentes

This study discusses the evaluation of the English language‟s learning developed in a public high school from Lajes-RN in 2011 starting from a qualitative evaluation proposal (SAUL 1988; CANAN, 1996; DEMO, 2008) aiming the production of knowledge about the evaluation process developed in the classes of English language involving the contributions from students. To diagnose and characterize the evaluation process of English language of the researched school, identifying the representations that students attributed to the evaluation, we have implemented the evaluation instruments suggested by students to perform the evaluation of language learning and allowed a reflection about the student‟s participation in the construction of the evaluation process of the English language, subject discussed by Sant‟anna (2002) and other theorists (CANAN, 1996; BRAZIL, 2002; PEREIRA, 2009). To conduct the research work, we use the qualitative approach with ethnographic basis, substantiate in authors like Bogdan, Biklen (1994), Mazzotti; Gewandsznajder (1998), Strauss, Corbin (2008) among others. The methodology was the action research (ANDR��, 1995; NUNAN, 2007; LANKSHEAR; KNOBEL, 2008) described as research of empirical basis which associates an action with a resolution of a collective problem, because in it, its researchers and employees are engaged in a cooperatively way (THIOLLENT, 1985). When we treat about the evaluation of English language‟s learning (ALMEIDA FILHO, 1993; SCARAMUCCI, 2009) practiced before and after the contributions made by the students of the second year of the refereed school, the study considers that high school students have a more critical and reflective conscience with regard to their evaluations, not just opining on the assessment of learning English but also about the assessment of other subjects from their scholar curriculum and so this research presents possibilities for performing the act of evaluation which consider the participation of students in decisions regarding this process, because we cogitate that when the teachers share the decisions with their students, teachers can add quality to the evaluation process

Representa����es de professores de língua inglesa de Natal-RN: um estudo sist��mico-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

Uma proposta de ensino e aprendizagem de Língua Inglesa integrada ao uso das TICS para o desenvolvimento da autonomia dos aprendizes

This study focuses on the teaching and learning of English based on a new theoretical perspective concerning the Zone of Proximal Development (ZPD), which points to the apprehension of metacognitive processes as the way to reach learning autonomy. The theoretical set underline this study is those of a new pedagogy based on the symbiosis of Bruner‟s (2002) and Freire‟s (2009) concepts and in the metacognitive theory. In a social context dominated by the Communication and Information Technologies (CIT), the integration between teacher and learners with the support of the internet has been used as the way to operationalize this new emergent proposal of the theoretical perspectives. The analyses have been conducted through Systemic and Integral Action Research. The results at the end of this study corroborate our hypothesis that the enlargement of spontaneous knowledge of the learners can facilitate the understanding of scientific concepts, stimulating their metacognition and thus promoting their autonomy.

A linguagem da reflex��o de uma professora de Língua Inglesa: um estudo de caso sob a perspectiva do sistema de avaliatividade

Research about teacher education, carried out in the area of Applied Linguistics (AL), reveals the importance of reflective practices in the professional development of teachers. With the aim of contributing to this area, we present this case study conducted at a technical school in Natal, RN. The corpus of the study is formed mainly from the teacher‟s discourse, generated during a stimulated recall session and the instruments used to collect the data: an initial questionnaire, a video recording of a class and the text transcript of the stimulated recall session. The central objective is to understand the way in which the reflection-on-action (SCH��N, 1983, 1987) can contribute to raise the awareness of an English as a Foreign Language teacher (EFL) about her actions in the classroom. With this proposal, we begin our discussion presenting the origins, the presuppositions and characteristics of the concept of reflection according to Sch��n (1983, 1987), and supported by other authors (PERRENOUD, 2002; G��MEZ, 1995; IMBERN��N, 2009, among others); of critical reflection (LISTON e ZEICHNER, 1993; PIMENTA, 2002; DUTRA e MELLO, 2004, among others); and of the process of critical reflection (SMYTH, 1992). To evidence the reflections that emerge in the teacher‟s discourse, we found support in the theories and methods of Systemic Functional Grammar (SFG), which was initially proposed by Halliday (1985, 1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004) and followers, such as, Eggins (1994), Thompson (1996), among others. We focus mainly on the subsystem of Attitude, an integral component of the system of discourse resources, Appraisal, presented by Martin (2000), Martin and Rose (2003, 2007), Martin and White (2005). The results reveal that the actions of the teacher in the classroom reflect not only her professional experiences, but also her values and concepts about teaching/learning languages. The results also show the teacher‟s awareness of the need for changes in her practices. Faced with these findings, we believe that this study reveals important concepts that can direct teacher educators to rethink new ways of approaching teacher training courses. In addition, it also reveals the importance of discourse analysis based on a systemic functional approach.

Intera����o em sala de aula de língua inglesa: o feedback como estrat��gia do desempenho assistido

This dissertation aims at characterizing the practices as well as the effects of a teacher s feedback in oral conversation interaction with students in an English Language classroom at a Primary School, 6th Grade in A��u/RN, Brazil. Therefore, this study is based on Vygotsky s (1975) and Bruner��s (1976) researches, which state that the learning process is constructed through interaction between a more experienced individual (teacher, parents and friends) and a learner who plays an active role, a re-constructor of knowledge. It is also based on Ur��s (2006) and Brookhart s (2008) studies (among other authors in Applied Linguistic) who defend that the feedback process needs to be evaluative and formative since it sets interfaces with both students autonomy and learning improvement. Our study is based on qualitative, quantitative and interpretive researches, whose natural environment (the classroom) is a direct source of data generated in this research through field observations/note-taking as well as through the transcriptions of five English classes audio taped. This study shows the following results: the teacher still seems to accept the patterns of interaction in the classroom that correspond to the IRE process (Initiation, Response, Evaluation) in behaviorist patterns: (1) he speaks and determines the turns of speech; (2) the teacher asks more questions and directs the activities most of the time; (3) the teacher��s feedback presents the following types: questioning, modeling, repeated response, praise, depreciation, positive/negative and sarcasm feedback, whose functions are to assess students' performance based on the rightness and wrongness of their responses. Thus, this implies to state that the feedback does not seem to help students improvement in terms of acquiring knowledge because of its normative effects/roles. Therefore, it is the teacher��s role to give evaluative and formative feedback to a student so that he/she should advance in the learning of the language and in the construction of knowledge

O ensino de língua inglesa em um instituto federal : uma an��lise das recomenda����es 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 (L��DKE; ANDR��, 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

Refer��ncias culturais e heterogeneidade discursiva :Uma proposta para o ensino-aprendizagem de língua inglesa

The purpose of this research is to approach the English literary text from the point of view of the culture and the heterogeneity of discourse in its role as a source of elements that facilitate the teaching/learning process of English as a foreign language. Several instances of discourse heterogeneity are analyzed through cultural references in the original texts of the following English novels: Jane Eyre, by Charlotte Bront�� (1816-1855), published in 1847; The Mill on the Floss, by George Eliot (1819-1890), published in 1860 and Great Expectations, by Charles Dickens (1812-1870), published between 1860 and 1861. Theoretical support was sought in Kramsch, Bakhtin, Maingueneau, Authier-Revuz, Widdowson and Larsen-Freeman. Activities in English are proposed in the end whereby it can be seen that the questions at issue can be used extensively in the classroom.

O papel da atividade l��dica como motivadora da aprendizagem da língua inglesa: an��lise de um livro did��tico

This work aims at analyzing the activities presented in the book On Stage for junior high school students, which was selected by IFRN, as well as checking out the students interest for play activities. We have come from the point that playing activities can contribute to the increasing of motivation for the teaching of English (BROUGERE, 1999; WRIGHT, BETTERIDGE, BUCKBY, 2006; LANGRAN e PURCELL, 1994). At first place, our research is a document analysis and in second place, it is an action research. We have proposed two questionnaires for the participants of this work, all of them are High school students at IFRN-Campus Zona Norte, in order to check out their interests and the degree of motivation for the English learning before and after the carrying out of play activities. The obtained data also showed that the students became more motivated and interested in the classes after working with play activities, and most of the students agreed with the inclusion of these activities in the selected course book. The result of our work proved the benefits of play activities according to researches available in the literature about this subject. From the results acquired in the present work, we suggest that play activities should be included in English course books, even when they are addressed to High School teaching in order to help increasing the motivation for the learning of a foreign language

Foucault e a arte do cuidado de si: uma nova possibilidade de Discuss��o para a forma����o continuada de professores de língua inglesa

This thesis proposes a new thinking on the English teacher and their continuing education, leaving the picture emerging of a new professional, who is producing and being produced. From this perspective, I present an analysis of self writing of thirteen student-teachers, teachers on how they position themselves to be discursively constituted as subjects in the context of continuing education. As part of Applied Linguistics, the theory and method that supports the analysis of data are articulate key elements of Foucault notions, namely:The care of the self, seeking their connection with one another and care of and the self writing. In the theoretical notions of these elements are implied notions of others, such as speech, ethics, technology of the self, subject and truth. (Foucault, 1984, 1995, 2004c, 2006), and questioning the ethics of the subject. I propose to examine selected excerpts from the self writings of student teachers with a specialization in Teaching and Learning the English Language, seeking linguistic processes in the material production of subjectivities.In order to analyze the process of subjectivation, I examine the discursive statements of selected cuts, aiming to learn more specifically, the points of identification and fragments of the uniqueness of the teachers, showing how they care for themselves and reflect upon them in building their subjectivity from the technologies of the self, to occupy the position of English Language teachers. The results show that, in the exercise of self writing, the subject falls, and a practice of asceticism, discursively construct her/his subjectivity

Cart��es de sauda����es em língua inglesa: uma pr��tica de letramento em an��lise

This research aims at studying the use of greeting cards, here understood as a literacy practice widely used in American society of the United States. In American culture, these cards become sources of information and memory about people���s cycles of life, their experiences and their bonds of sociability enabled by means of the senses that the image and the word comprise. The main purpose of this work is to describe how this literacy practice occurs in American society. Theoretically, this research is based on studies of literacy (BARTON, HAMILTON, 1998; BAYHAM, 1995; HAMILTON, 2000; STREET, 1981, 1984, 1985, 1993, 2003), the contributions of social semiotics, associated with systemic-functional grammar (HALLIDAY; HASAN 1978, 1985, HALLIDAY, 1994, HALLIDAY; MATTHIESSEN, 2004), and the grammar of visual design (KRESS; LEITE-GARCIA, VAN LEEUWEN, 1997, 2004, 2006; KRESS; MATTHIESSEN, 2004). Methodologically, it is a study that falls within the qualitative paradigm of interpretative character, which adopts ethnographic tools in data generation. From this perspective, it makes use of ���looking and asking��� techniques (ERICKSON, 1986, p. 119), complemented by the technique of "registering", proposed by Paz (2008). The corpus comprises 104 printed cards, provided by users of this cultural artifact, from which we selected 24, and 11 e-cards, extracted from the internet, as well as verbalizations obtained by applying a questionnaire prepared with open questions asked in order to gather information about the perceptions and actions of these cards users with respect to this literacy practice. Data analysis reveals cultural, economic and social aspects of this practice and the belief that literacy practice of using printed greeting cards, despite the existence of virtual alternatives, is still very fruitful in American society. The study also allows users to comprehend that the cardholders position themselves and construct identities that are expressed in verbal and visual interaction in order to achieve the desired effect. As a result, it is understood that greeting cards are not unintentional, but loaded with ideology and power relations, among other aspects that are constitutive of them.

Spondias tuberosa Arr. (UMBU): estudo fitoqu��mico e avaliação do potencial anti-inflamat��rio

Spondias tuberosa Arruda (Anacardiaceae) is a fruitful tree popularly known as umbuzeiro, tapereba or umbu. It is a native and endemic species from Brazil, widespread in Brazilian Northeast. The species is important in folk medicine of the semi-arid Northeast, where it is mainly used to treat various inflammatory conditions, digestive problems as well as viral and bacterial infections. However, despite the common use in folk medicine, there are scarce pharmacological and phytochemicals studies that afford scientific evidence to its popular use. Therefore, this study aimed to characterize the chemical markers in S. tuberosa leaves extract, obtained by maceration ethanol:water (70:30, [v/v]), and evaluate its anti-inflammatory potential in vivo. The phytochemical profile in TLC analysis suggested the occurence of the flavonoids rutin and isoquercitrin. HPLC analysis enabled us to confirm the presence of flavonoids and also, were detected the phenolic acids, chlorogenic acid and caffeic acid. In addition was developed and validated a HPLC method to evaluate the content of the identified compounds in S. tuberosa leaves extract according to RDC 899/2003 of ANVISA and ICH Guidelines 2005. In order to evaluate the anti-inflammatory potential of S. tuberosa leaves extract, the peritonitis and paw edema models induced by carrageenan were used, administration i.p. in mice. The results highlighted the anti-inflammatory property in vivo at 125, 250 and 500 mg/kg since a decrease in leukocyte influx to the site of inflammation, diameter of the edema and the level of myeloperoxidase were observed when compared to the drug control dexamethasone (2 mg/kg, i.p. route). Taken together, the results pointed out S. tuberosa as a potential species for developing phytotherapic derivatives in according to its popular use. With regard to the characterization markers, chlorogenic acid, caffeic acid, rutin and isoquercitrin were identified and quantified in Spondias tuberosa leaves extract so they could be used in quality control analyses of the raw material and extracts of this species.

O computador no ensino de l��gnua inglesa no CEFET/RN

The present study has as goal to analyze the aplicability of the computational technology as mediator in the english-speaking teaching in the Centro Federal de Educa����o Tecnol��gica do Rio Grande do Norte-CEFET/RN. The object of study was centered in the use of the computer incorporated in the teaching of English by four institution groups. The research was ruled metodologically in the study of case, adopting a qualitative and quantitative boarding of interpretative-reflexive mark. We support ourselves on a bibliographical literature revision that cares of the use of the computational technology matter into the class-room, aiming an education new practice, regarding the current reality conceptions in what we live in the technological education. We also use a referencial for a pedagogical action, trying to offer subsidies for a practice that provides the knowledges generation through the interaction, aiming a subject reflexive and critical education. For materialization of this study, we used esrutuctured action, as interviews for the teachers and students, besides the observations of the dayly in class-room, in order to get the necessary datas for analysis. During this study, we oserved that the use of the computer, while pedagogical support instrument in the english-speaking teaching, has acted like mediator of the teaching-learning process. The results demonstrate use of the computer use has been each more a practice adopted by other institution languages teachers. The conclusions confirm the hypothesis showed at the beginning of the work and evidence that the teachers are warden of forming thinking, reflexive and critical subjects. For that, they need to be prepared to face situations in which they can take the pedagogical practice to tune with the technological advances, consequently providing an effective technological education

Narrativas de professores em forma����o sobre a didatiza����o de podcasts para o ensino de ingl��s 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

Valida����o da escala de fatigabilidade percebida para avaliação da fadiga em idosas

The term fatigability concerns the degree of fatigue associated with performing an activity of any type (physical, mental, emotional and / or social). Recently scales for assessing fatigue in the English language were created, however, gaps exist regarding the validity of these scales in relation to oxygen consumption and levels of perceived fatigue. Objective: To investigate the validity of perceived fatigability scale in older women frail and non-frail by the expired gases kinetics. Methods: This is a study of type validation, where were evaluated 48 elderly. The evaluation was conducted at two different sessions. In the first, data were collected demographic partners, as well as assessment of cognitive function, physical health, and the phenotype of frailty. The second was composed by the test 6-minute walk (6MWT) associated the expired gases kinects and assessment of perceived fatigability. Statistical analysis was performed a descriptive analysis and then we used the Pearson correlation test to evaluate the relationship between the measure of perceived fatigue and variables oxygen consumption (VO2), carbon dioxide production (VCO2), respiratory exchange ratio (RER)before and after 6MWT. We used a linear regression model initially considering the following explanatory variable: age, Body Mass Index (BMI), presence of frailty, comorbidities, level of physical activity, distance covered in the 6MWT , the energy cost of walking and severity of fatigability on performance. Results: The final sample consisted of 44 elderly women, 4 elderly were excluded because they didn t complete all phases of this study. The mean age obtained was 75 years (�� 7.2 years). There was no significant correlation between fatigability measures and the values of VO2 ( r = .09 , p = .56 ) , VCO2 ( r = .173 , p = .26 ) , RER ( r = - .121 , p = .43 ). The final linear regression model showed that the energy cost of walking, the usual level of physical activity and the performance severity of fatigability explained 83.5 % (R2 = 0.835, p < 0.01) of the variation in the perceived fatigability. Conclusion: Our findings indicate a relationship between greater severity of fatigability and lower levels of physical activity and increased energy cost in walking, suggesting that the fatigability analyses using a simple numeric scale is valid and viable for assessment of fatigue in older women

Avaliação da educa����o f��sica na escola: an��lise de uma proposta de interven����o

El presente estudio tiene como tema principal el debate sobre la evaluaci��n de la escuela, espec��ficamente la evaluaci��n de la ense��anza y el aprendizaje de la educaci��n f��sica en la escuela. Presenta las tendencias pedag��gicas que influyeron en los modelos de valoraci��n de la educaci��n en general y espec��ficamente determinados que el proceso de evaluaci��n en la escuela de educaci��n f��sica. Analiza la evaluaci��n en educaci��n f��sica de una experiencia de ense��anza en la escuela p��blica. Para ello, hemos desarrollado la siguiente pregunta: ��cu��les son las posibilidades de evaluaci��n en Educaci��n F��sica, teniendo en cuenta su significado y sus implicaciones en el proceso de ense��anza-aprendizaje que experimentan los estudiantes? Ya que era un problema se gu��an la reflexi��n sobre nuestra pr��ctica docente, hablamos de la evaluaci��n en Educaci��n F��sica de cinco cuestiones esenciales para nuestra consideraci��n, a saber: ��para qu�� evaluar (razones) para evaluar la (las dimensiones del contenido ), al evaluar (momentos) se eval��a (estrategias metodol��gicas), que eval��a (responsable de la evaluaci��n)? En este sentido, este estudio tuvo como objetivo discutir el proceso de evaluaci��n en Educaci��n F��sica, al reflexionar sobre su significado y sus implicaciones pedag��gicas en la ense��anza y el aprendizaje de la educaci��n f��sica, y guiado por el informe de una experiencia de aprendizaje experiencia en una clase de 6 �� y 7 �� grado de la escuela primaria Escuela Fernandes Arcelina Estado, ubicado en la ciudad de Maca��ba / RN. Hemos encontrado en este estudio que es la evaluaci��n de la escuela es un proceso complejo determinado por muchos factores sociales,. Jur��dica, cultural, estructural, y que sea ��til para repensar el proceso de ense��anza-aprendizaje y su propia pr��ctica docente Tambi��n creemos que nuestro estudio se revela como una evaluaci��n metodol��gica de las posibilidades. En ella, que se encuentra es posible evaluar en Educaci��n F��sica que estudia no s��lo los resultados de aprendizaje de los contenidos t��cnicos, habilidades y destrezas motrices, sino que nos permite analizar el rendimiento de los estudiantes en otras dimensiones de la integridad humana, como la las actitudes (valores), los conceptos, los aspectos afectivos y sociales