Cren��as, pressupostos e conhecimentos de professores em servi��o sobre língua(gem) em um curso de forma����o continuada

O cen��rio atual de globaliza����o e comunica����o intercultural traz impacto significativo para a maneira como entendemos a rela����o entre língua e sociedade. Gera, tamb��m, para o ensino de línguas, a necessidade de o professor compreender suas cren��as, pressupostos e conhecimentos (WOODS, 1996) em rela����o �� língua que ensina, uma vez que ele �� um importante agente na orquestra����o da intera����o de v��rias hist��rias de vida e horizontes de entendimento por meio de sua pr��tica pedag��gica. Neste artigo, apresentamos e discutimos os resultados de duas pesquisas de doutorado (SALOM��O, 2012; MENEGHINI, 2013), conduzidas em um mesmo contexto de um curso h��brido (presencial/virtual) de forma����o continuada, em rela����o ��s cren��as dos professores sobre as variedades geolingu��sticas do espanhol. Ponderamos que a quest��o da escolha por uma variedade est�� muitas vezes relacionada ��s concep����es estruturais de língua, assim como est�� imbricada por uma tessitura de fatores que demonstram falta de consci��ncia das vozes das quais os professores se apropriam para justificar suas op����es te��rico-metodol��gicas. O desafio que se coloca para a forma����o de professores, ent��o, nos parece ser o de auxili��-los no desenvolvimento de consci��ncia cr��tica, promovida pela reflex��o sobre suas cren��as sobre língua(gem), a partir de experi��ncias que possam lev��-los a (re)conhecer suas escolhas por determinada variedade lingu��stica. Palavras-chave: Cren��as de professores de línguas. Variedades lingu��sticas. Reflex��o.

A (re)constru����o da pr��tica pedag��gica de professores de língua inglesa

This papaer's main objective is to discuss partial data collected for an ongoing reserch wich aims at investigating the pedagogical pratice (re) construction process in Teaching Pratice as part of a pre-service teacher education course.

A comunica����o em f��runs de um curso a dist��ncia de forma����o 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).

Considera����es sobre sess��es de Teletandem como g��nero discursivo: breve estudo e exemplifica����o

The reflex of social and cultural changes in discursive practices can indicate that language has a fundamental role in transforming the society and attempts of defining the directions of changes must include new forms of language practices. One of these forms concerns to computer media in teaching-learning process, showing how technology and culture interact in a significant way to interfere in language uses. In this context, it has been developed in UNESP/Assis linked to the Center for Language and Teacher Development the project Teletandem Brasil: Foreign Languages for All as a new practice of language teachinglearning through technological resources. The present paper aims to present a description of the teletandem sessions as a discursive gender according to the Bakhtin���s gender theory. The data was collected during the second semester of 2010, in sessions of interaction with an American university. The considerations are directed by the following questions: (a) how are the statements of a session discursively organized; (b) what kind of relationship the partners have with their mother language when they teach it as a foreign language, in this context. The analysis allowed us to conclude that: (a) the sessions can characterize a hybrid and secondary gender in this specific area of human activity, even the partners still find difficulties in this gender domain; (b) the teletandem sessions constitute an important instrument for the critical language awareness between the partners.

O lugar da gram��tica nas diferentes abordagens ao ensino de ingl��s

Considering the fundamental importance of grammar in any modern language teaching proposal, the aim of this paper is to discuss how the different approaches to the teaching of English as a foreign language (EFL) have considered the role of grammar and the consequences to its teaching.

O potencial da m��sica como recurso motivador na aula de língua inglesa da rede p��blica

The aim of this study was to verify the potential of music as a pedagogical resource in the English class of a public school. The results confirmed that it is possible to motivate students through the use of songs.

Variantes motivacionais de professores de língua Inglesa em um curso de forma����o inicial

This paper aims at discussing the relevance of student-teachers��� motivational variants in an English as a Foreign Language Teacher Education course whose syllabus proposes, since the beginning of the program, the development of students��� proficiency in the target language aligned to EFL teacher education theories. In addition, this study also intends to comprehend how this course structure has been developed, verifying how prospective teachers react towards its proposal. Results indicated relevant aspects related to motivation, since from all participants, many declared their interest in following the teaching career while others revealed interest in developing their English language skills, which indicates that both needs and expectations of these groups seemed to be attained, favoring their motivation to language learning and teaching.

Blogs para adolescentes e a articula����o dos PCNs na produ����o escrileitora do ensino m��dio

The new National Curriculum of Basic Education in Brazil Parameters (PCNs- br) propose the curriculum reformulation of the High School in thematic areas encompassing competences and abilities. In this aspect the goal of this article is to verify the effects and meaning of the speeches posted on Folhateen's Blog (http://blogdofolha teen.folha.blog.uol.com.br/), to analyze if the practices of reading and writing, taken in this application, can be contemplated on the basic goals of the PCNs from the Languages area, codes and its technologies. It wonders of the using of media blogs for High School students as articulators of the Portuguese Language contents' study. It is possible to verify that the blogs offer its own languages and the expression of knowledge and power. They put the high school student before the articulation of several cross-cutting themes that promotes the interdisciplinarity. It points the need of a teacher's support so in a matted discursive voices the student won't be distracted, drift and paraphrase, but the interpretation and "new" methods of reading and polysemy. The theoretical framework is composed by the authors Foucault, Pecheux, Orlandi and Coracini.

Adapta����o transcultural Brasil-Portugal da escala Brief Cope para estudantes do ensino superior

The aim of this study was to adapt the BriefCOPE Inventory for Portuguese-speaking university students. We evaluate the Portuguese BriefCOPE psychometrics qualities and estimated the BriefCOPE factorial invariance in Brazil and Portugal. The data collected from a sample of 1573 students of both nationalities did confirm the 14-factor structure of the BriefCOPE and showed both factorial, convergent and discriminant related validities. However, the factor model did not show invariance across countries indicating that the use of the Portuguese version of the BriefCOPE cannot be bailed for comparisons of scores of inter-countries' student coping.

O ensino de inform��tica para crian��as: um est��mulo �� aprendizagem

The use of computers in childhood education makes it possible for them to acquire knowledge in a fun way through games. This paper describes the experience of implementing the course ���Computers for Children���, which is part of a University Extension Program at the School of Dentistry at UNESP - Araraquara. This course is offered to children aged 5-7 years old and it aims, not only, to offer children, via computer, a direct contact with new teaching technologies, but also, to help them develop both their motor and logical thinking abilities through educational games. The children that participated in this course are from the Children���s Center ���Casinha de Abelha��� at the UNESP -Araraquara and also from the Municipal Recreation and Educational Centers also in Araraquara, SP, Brazil. The software resources used in this course to teach computer skills are the educational games ���Coelho Sabido Maternal���, ���A Estrela Cintilante��� and ���Festa dos Dentinhos���. The children���s learning and the level of difficulty in using the computer as a tool were evaluated. It was possible to conclude that the course has been contributing to the digital inclusion of children aged 5-7 years old, in addition to training their visual and audio perception, their motor coordination and memorization, hence developing skills that are essential to the children���s literacy process.

Artefatos ou instrumentos no M��tier do professor de língua inglesa da rede p��blica: recursos tecnol��gicos e o agir docente nos textos de instru����o ao s��sia

P��s-gradua����o em Lingu��stica e Língua Portuguesa - FCLAR

O papel do int��rprete de libras no ensino fundamental

The Brazilian sign language is a visual-spatial language, manifested through the hands, facial expressions and body, being considered a natural language used by the deaf community in Brazil. Thus, in a school context the knowledge of LIBRAS is fundamental to the interpreter and the deaf student, so, the role of the interpreter in the classroom is to mediate the relationship between teachers and students. The objective of this study is to investigate the importance of the interpreter in the educational process of the deaf child and try to map the possible difficulties found by him in his workspace, under his perspective in the classroom. This is a qualitative study, which had the data collection instrument as an open interview with questionnaire, dealing on issues concerning to the role and practice of the interpreter of Libras in the classroom to support the deaf student in school age. Therefore, participated in the study two interpreters of Libras who works in elementary school classrooms in the city of Ja��. The results shown that the interpreter's role is extremely important for the education of children with hearing impairment, but it's not recognized and many times not accepted by teachers and educational institutions, when its real function is respected

A ora����o relativa em portugu��s sob a perspectiva discursivofuncional: interface entre a descri����o e o ensino

P��s-gradua����o em Estudos Lingu��sticos - IBILCE

Estrat��gias de leitura: rela����es entre as concep����es do material Linguagens, C��digos e suas tecnologias: língua portuguesa e a pr��tica docente

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

Todo o conhecimento do munda na literatura: as disciplinas do curr��culo nacional dos anos iniciais do ensino fundamental em Cacoete, de Eva Furnari. -

Nous comprenons que la litt��rature, quelle que soit l'adjectif qui accompagne - enfant, adolescent ou adulte - est l'art. L'art de la parole qui cr��e des mondes possibles, pas r��el, �� travers un langage tr��s ��labor�� et complexe qui permet la compr��hension de toute la l'exp��rience humaine. D'autre part, la r��alit�� de l'��ducation br��silienne nous montre que nos ��tudiants ont de la difficult�� �� comprendre des textes ��crits, ce que compromettre l'apprentissage de toutes les mati��res du programme. Dans ce sens, cette ��tude a eu l'��bjective �� �� souligner les possibilit��s que nous avons d'incorporer la literature br��silienne pour les enfants e les jeunes - appropri��e aux ��tudiants de l'enseignement de base, les enfants et les jeunes - comme um ��l��ment transdisciplinaire, associant toutes les disciplines du programme scolaire de l'��cole ��l��mentaire, notre d��coupure. Ainsi, nous le signalons dans Cacoete, d' Eva Furnari (2005), des ��l��ments de toutes les mati��res du programme d'��tudes de cette ��tape scolaire Br��silienne, afin de montrer aux les enseignants de tous les domaines qui le travail avec la litt��rature conduit n��cessairement �� la compr��hension de toutes la connaissance. Notre ��tude a ��t�� r��alis��e sous une approche qualitative de caract��re bibliographique. Pour l'embasement th��orique nous utilisons de auteurs qui recherche le concept et les sp��cificit��s du texte litt��raire, selon Rolland Barthes (2007) et Tzvetan Todorov (2009) aussi que des auteurs qui l'��tudient sp��cifiquement de la litt��rature pour les enfants, selon Nelly Novaes Coelho (2006) et Fanny Abramovich (1983; 1999). Ils ont ��t�� ��galement consult��es des auteurs qui recherche sur la lecture, la litt��rature et l'��cole, selon John Wanderley Geraldi (2006), Marisa Lajolo (1997), Ana Maria Machado (2011), Iara Concei����o Bitencourt Neves et al (2003), Roxane Rojo (2002), Ezequiel Theodoro da Silva (1988)...