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

A oralidade no ensino de Língua Portuguesa em livros didáticos para educação de jovens e adultos (EJA): reflexões e proposições

This work appears as a reflection on the oral modality of the language in the teaching of Portuguese Language from textbooks proposed for the elementary school. It has as main aim to analyze the textbooks for the Youth and Adult Education - EJA (6th and 7th grade), the collection "It is time to learn", specifically in regard to educational activities focusing on oral proposals in their constituent units. It is a process of reflection with a view to submitting suggestions arising from the discussions held, given the fact that the writing mode has been identified by some scholars, between these Marcuschi (2005), as the most privileged in the classroom and in most manuals that guide the teaching of Portuguese Language. In this work, we start from a broader vision from the principles of dialogic pedagogy by Paulo Freire perspectives towards pedagogical practices that favor the development of linguistic and discursive student skills. In this sense, we emphasize the formation of a critical subject, who can argue and defend points of view, using oral or written language, in various social situations. In this view, this paper set up aims to identify, describe and interpret the activities proposed to the oral modality of Portuguese Language, from interactional theoretical bases, based on authors as Marcuschi (2005, 2010), Fávero, Andrade and Aquino (1999) Schneuwly and Dolz (2004), Antunes (2009), among others. In addition, the objective was to suggest other educational activities, as a way of expanding the existing ones, in order that addressed more efficiently, to aspects of orality been proposed and aspects of formal oral genres. Methodologically, it is a qualitative research, in which, from the teaching materials used in the classroom, there was a reflection on the orality and the oral teaching of the Portuguese language and has been proposed an expansion of activities one oral mode. In this reflection, analysis of the results revealed that the books investigated, used in Portuguese classes in EJA, include in their proposals orality as an object and teaching axis. However, we appoint the need to expand the teaching proposals with the existing activities in order to give greater emphasis to important aspects of orality already prioritized, and also to address to the formal public genres. In seeking to make suggestions and educational proposals that integrate with existing, we postulated the most effective development for oral skills for the EJA student, in Freire's perspective, as also we thought in a way to provide subsidies which could guide teachers of the Portuguese Language area at the fundamental level of education.