A SOCIO-HISTORICAL ANALYSIS OF CONTENT AND SCTRUCTURE OF THE TEACHING ACTIVITY

ABSTRACT: This text reports an analysis of teaching activity with basis in the category of human activity. Refers to a theoretical research that focuses the essential nexus generators of objectification of educational practice both in the material aspect as the ideal. It is assumed that this practice, in dialectical unity between those aspects, constitutes in the material relations of social life, is structured and institutionalized as universal model of education (ideally) and becomes the main determinant of teacher performance. Methodologically, this study analyzes the educational practice in the totality of its relations.Therefore, the actions and operations of teaching, as well as, the reason and  purposes that moved and guide this activity are determined by the objective conditions current of the school and the effects generated by the position of the teacher in these relations as an active subject. The guiding worry of this research focuses on the characterization of teaching activity in educational performance: in its accomplishment. When to investigate the evidence of these connections is necessary to reflect on the correlative links between the structural elements of the teaching activity and the natural practice of teachers under the determinations derived from the first. This reflection, arise the need to investigate the process of appropriation of the activity by the teacher. Thereby, concludes that the teacher not only appropriates the specific knowledge of the disciplines that teaches and the means of education which is available in their educational practice, but also the elements that structure their activity. This evinced the importance of investigations that worry with: the significance of the purpose of education for the teacher; the necessities that move in your performance; the meaning of your activity; among others. In addition to the responses of teachers is necessary to analyze what the content and the origin of appropriation. KEYWORDS: Teacher; Teaching activity; Educational practice.   

The Practice of Reading, Writing Papers and Linguistic Analysis in Teaching Portuguese: A Proposal for the Organization of Everyday School Life from the Perspective of Multiliteracies

This paper aims to reflect on the teaching of Portuguese language in the context of twenty-first century, taking as its starting point the proposal of multiliteracies. We propose to discuss the applicability of genres in the classroom as a condition to ensure the construction of fundamental knowledge to social practices of language. For this, we rely on recent studies on the possibilities that the genre can bring to practice reading, writing papers, and linguistic analysis. We intend, therefore, to assist the planning of teachers who still find themselves unsure on curricula that suggest what they have to do, but did not say how. Understand the reason why this work is another contribution to the teaching of Portuguese in the final years of elementary school and high school bringing out a space for discussion about what needs to be taught and some teaching procedures that favor the democratization of school and interaction linguistics. Curricular innovations and new ways of thinking about teaching and learning of mother tongue are already part of the reflections of most professionals, but there is still an open field to think of more effective alternatives through multimodality an interactionist conception of language.

PROGRAM MONITORING IN THE PROCESS OF TEACHING/LEARNING SPANISH LANGUAGE FOR STUDENTS OF TOURISM

This article is about the lived experience in the Monitoring Programme of the Federal University of Piauí (UFPI), during the discipline of Spanish Language Applied to Tourism, of the Tourism Course, in Parnaíba/PI. The study aims at getting to introduce students, teachers and researchers the importance of this academic practice, as well as to characterize the relevance of the teaching/learning of foreign language (FL), more specifically the Spanish as foreign language (ELE), for tourism activity and career of tourism professional. The methodology adopted was a bibliographical, documentary and field research with qualitative and quantitative approach. Thus, it can be state that the monitoring encourages the students to teach, associated with teaching activities, research and extension activities, and it contributes to the development of their intellectual, academic and professional abilities. Furthermore, subjects perceive the relevance of foreign language teaching in the classroom, including the teaching of SFL for the efficient development of their works in relation to tourism.