Formação de professores de espanhol: algumas reflex��es

The article is concerned with the professional development of teachers of Spanish as a foreign language (SFL). The study aimes at: (a) articulating a context for discussion on issues related to teaching SFL, and (b) identifying the main difficulties related to linguistic content and methodological aspects that students who are teachers have in regard to their professional development as SFL teachers. Participants were undergraduate student-teachers of Modern Languages who participate in the project Centro de L��nguas e Desenvolvimento de Professores (CLDP). Data analysis was conducted according to the Qualitative-Interpretive Paradigm and Action Research. The results show that participation in the CLDP Project creates an academic context that facilitates the professional development of SFL teacher as the activities complement the quality of their academic education.

Contribui����es da pedagogia hist��rico-cr��tica para a formação de professores

Teacher training is a frequent academic theme and object of various approaches. This article aims at presenting a few contributions of historical-critical pedagogy to this debate. It takes into account the concept of human-being, development and role of the school, opposing current parameters which empty and devalue teachers and, consequently, school education.

Educa����o para a sexualidade na formação de professores na modalidade de ensino a dist��ncia: a utiliza����o de um objeto educacional

In inclusive school there are many students and some with disabilities. One of the dimensions of human development of all people's is the sexuality, although there are erroneous beliefs about the relationship sexuality and disability. Teachers must be prepared to deal with the sexuality of their students with disabilities in school, and proposals of education in the form of distance education has been an alternative to the training. This article relate an educational proposal for teachers, linked to a part of the activities undertaken in the discipline "Human Development and Family" on a course of specialization in Special Education in Distance Education mode. Describes an educational object named "Game: challenges and actions in school" , that presented four situations on behaviors involving sexuality of students: question about sexuality, masturbation in the classroom, dating from students and discrimination an obese colleague. In each one, there was potential actions to the teachers choose and, consequently, its unfolding. The choice of actions would lead to the end of a "teacher profile", offering reflections. Teachers reported positive unsolicited comments about the content of the game. It is concluded that the proposal is an important educational tool used in the Virtual Learning Environment that can assist in teacher training courses in sexuality education.

A comunica����o em f��runs de um curso a dist��ncia de formação de professores para uso de TDICS: an��lise da presen��a de ensino

The importance of the inclusion of digital technology in the classroom has already been pointed out by numerous authors in the educational field and some of them herald that it is through this inclusion that we can achieve transformations in school settings. Based on this assumption, this paper aims to present a distance learning course offered to in service and preservice teachers, focused on the use of technology in foreign language classroom primarily focusing on the role of teacher educators in mediating discussions. For this we sought theoretical support in studies which deal with distance courses (KENSKI, 2008), about virtual environments (ARA��JO and MARQUESI, 2008), online discussion forums and investigation community and teaching presence (GARRISON, ANDERSON and ARCHER, 2000). Based on the previous theories presented, teacher educator���s messages were analyzed during a distance course offered to teachers in continuing and initial training, identifying marks of teaching presence and pointing to appropriate mediations and/or possible gaps. The results indicate that the teacher must be even more aware of the types of feedback that are provided and of the teaching presence mentioned by Garrison and colleagues (2000, 2001).

A formação de professores de espanhol l��ngua estrangeira (Ele) no Brasil e de portugu��s l��ngua estrangeira (Ple) na Argentina: identidade(s) em processo de constru����o e reconstru����o

Bajo la perspectiva discursiva, espec��ficamente francesa y seg��n estudios realizados por Hall (2002), Souza Santos (2005) entre otros, que est��n analizando el concepto de identidad, como los estudios de Celada (2002, 2009, 2010), Serrani (1997, 2003, 2005) y Zoppi-Fontana (2009), con relaci��n al proceso de ense��anza y aprendizaje de Lengua Extranjera, verificamos que la construcci��n de la identidad se da en proceso de constante reconfiguraci��n, visto que aprender otra lengua implica entrar en contacto con otros modos de ver y de nombrar el mundo, y de este modo es necesario ���desplazarse��� de s�� mismo y reconfigurarse con relaci��n a otro(s) hablante(s) de esta nueva lengua a ser aprendida. En nuestro caso se trata de aprender y ense��ar lenguas pr��ximas: portugu��s y espa��ol, con rasgos ling����stico-discursivos de aproximaciones y de distanciamientos. Para tanto, este estudio preliminar tiene como objetivos: verificar como acontece actualmente la constituci��n de la(s) identidad(es) en el proceso de ense��anza y aprendizaje de Espa��ol Lengua Extranjera (ELE) en Brasil y de Portugu��s Lengua Extranjera (PLE) en Argentina, en especial en la formaci��n del profesor de estas lenguas; observar contextos de ense��anza y aprendizaje, los que posibilitan la inserci��n del profesor de Portugu��s (PLE) en Argentina y del profesor de Espa��ol (ELE) en las regiones enfocadas, considerando las Leyes brasile��a y argentina que determinan la oferta de la ense��anza de las referidas lenguas: Ley 26.468, de enero de 2009, que determina la oferta obligatoria del Portugu��s en Argentina y la Ley no. 11.161, de agosto de 2005, sobre la ense��anza de la Lengua Espa��ola en Brasil. La metodolog��a, de tipo interpretativista, presupone como instrumentos la realizaci��n de an��lisis de las Leyes que promueven la ense��anza de ELE en Brasil y de PLE en Argentina, as�� como de entrevistas, preguntas e an��lisis de los datos levantados.

A perspectiva sociocultural e a formação de professores de l��nguas

This article aims to trace a historical development of language teacher education in Brazil and abroad, as well as to discuss the tenets of Vygotsky���s sociocultural perspective as a theoretical basis on which teacher development can be anchored in the contemporary world. Since learning to teach is now understood as a complex and long process of development, which results from the participation in social practices and contexts associated with teaching and learning, we intend to discuss how such a theory is in line with an interpretive view of reality and provides elements for the (re)construction and transformation of teaching practices. In this view, knowledge is understood as intimate and dynamically linked to experience, highlighting the role of human agency in our own development.

A formação de professores para o ensino de ci��ncias nos anos iniciais da escolariza����o: reflex��es e perspectivas para a explora����o da natureza da ci��ncia

O objetivo deste estudo �� apresentar e discutir aspectos da formação de professores para o ensino de ci��ncias nos anos iniciais da escolariza����o, focalizando abordagens que podem ser contempladas nos processos formativos para uma adequada compreens��o da natureza da ci��ncia. Desenvolvemos um estudo te��rico, a partir da literatura cient��fica, apresentando e discutindo algumas propostas: trabalhar a hist��ria e filosofia da ci��ncia; inserir pr��ticas diversificadas como a experimenta����o em uma abordagem investigativa; explorar a rela����o CTSA; usar diferentes fontes para estudo, prepara����o das aulas e sele����o de atividades. Entendemos que trabalhar nesse sentido pode contribuir para a valoriza����o da ��rea de Ci��ncias por parte dos professores em formação e para o enriquecimento da pr��tica educativa com as crian��as.

Ci��ncias e meio ambiente na formação de professores dos anos iniciais: pr��ticas em um curso de pedagogia

Neste trabalho, relatamos as propostas que temos efetivado em tr��s disciplinas que abordam conte��dos de Ci��ncias e de Meio Ambiente, em um curso de Pedagogia. Nessas disciplinas, procuramos propiciar o desenvolvimento de pr��ticas investigativas, que articulem conhecimentos de diferentes campos, contribuindo para uma vis��o integradora da realidade e para a explora����o das m��ltiplas rela����es entre Ci��ncia, Tecnologia, Sociedade e Ambiente (CTSA). Entendemos que a realiza����o de trabalhos com esse enfoque, durante a formação, pode contribuir para a valoriza����o das ��reas de Ci��ncias e Educa����o Ambiental e de seu ensino por parte dos docentes em formação e, como consequ��ncia, para o enriquecimento da pr��tica educativa com crian��as nos anos iniciais da escolariza����o.

A abordagem CCS na formação de professores para uma escola inclusiva

P��s-gradua����o em Educa����o - FCT

A pr��tica como l��cus de formação de professores e produ����o de saberes na Educa����o F��sica

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

A formação de professores e os desafios do ensino/aprendizagem em per��odos de mudan��as sociais

The objective of this paper is to present the relationship between higher education with other levels of education. In Brazil, some challenges were launched to fulfill improvement in teaching / learning covering a scientific development with the involvement of several bodies, among them the science and society. Therefore, according to the National Postgraduate-PNPG, the close relationship between science and society requires a scientific-cultural training that should start in higher education, teacher training, and that this knowledge can follow the company, traversing all levels of education prior to higher education. Thus, we analyze the formation of teachers as one of the pillars of our discussion, trying to understand that at different times, men have paid attention to the re/organization of society, to masters/teachers have the knowledge that enabled individuals to convey an apprenticeship favoring the theoretical reflection on practice. So, we have considered some classics, as Bonaventure of Bagnoregio, that dealt on the training of teachers (as) in different periods, expressing concern about the quality of teaching and documents dealing with the situation of education in Brazil

Defini����o e abordagem de curr��culo: exame de um curso de formação de professores para a educa����o n��o formal em ONGs

This article presents a research aimed to analyze the approach and the definition of guiding curriculum of teacher training for work in the non-formal education in non-governmental organizations (NGOs). We opted for a qualitative approach and case study of Te- acher Training Course for NGOs, developed by Ong S��o Paulo-SP. The research instruments were: analysis of documents of the cou- rse, interviews with trainers and coordinator and literature review. In this course, curriculum is defined as a path to be followed by students and instructors and the coordinator of the subjects studied. We adopted the so-called Integrated Curriculum, in which teaching occurs by the study of problem situations and integrators of learning projects. At the end, we suggest improving the course and following that information, it is hoped, one will support the production of fur- ther comparative research.

A formação de professores no ��mbito da abordagemmultirreferencial

In this work we propose a reflection on education and, more specifically, on theprocess of teacher���s education. To approach this discussion we assume the necessityof addressing this issue in its complexity. We used the multi-referential approachthat has the perspective to study educational phenomena considering the heterogeneitytypical of educational relationships. We are holding this discussion by identifyingseveral aspects of the formation of teachers from the fields of education andpsychoanalysis. This route allowed us to deepen and clarify some concepts: education,the teaching relationship, the experienced and lived, suggesting perspectives for theprocess of teacher��s education.

A formação de professores de matem��tica no contexto da resolu����o de problemas

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Educa����o a dist��ncia online: potencialidades para a formação de professores que ensinam matem��tica

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)