Literatura Infantojuvenil em Cordel: Uma Breve Fisionomia da Adaptação, do Fantástico e do Imaginário

Este estudo busca fundamentar a inter-relação entre dois aspectos pertinentes à mediação da leitura de textos infantojuvenis no cenário escolar: a adaptação e o imaginário arquetípico. O primeiro é temporal, sempre ajustado a determinado público ou contexto, a fim de obter aceitação. O segundo, atemporal, pois diz respeito ao grande reservatório de imagens ou conjunto de imagens oníricas ou oriundas da mente primitiva, que alicerça nosso modo de viver, pensar e agir. Dessa forma, este texto objetiva mostrar como esses dois tópicos estão dispostos na literatura infantojuvenil. Para tanto, discorremos sobre esses temas em três obras adaptadas em cordel para crianças e jovens: O pequeno Polegar, Pinóquio e O Soldadinho de Chumbo à luz dos estudos da adaptação, da literatura fantástica e dos estudos do imaginário arquetípico, amparo teórico elencado para este estudo bibliográfico. Esta proposta surgiu da necessidade de fundamentação de um trabalho de mediação de leitores no contexto de formação de professores, na vivência do componente curricular Literatura Infantil, do curso de graduação em pedagogia em uma universidade pública no Nordeste brasileiro. A partir do olhar hermenêutico das obras da literatura infantojuvenil adaptadas em cordel, conclui-se que os elementos em análise se revelam potencialmente significativos para dinamizar o processo de mediação da leitura no contexto escolar.

THE PRACTICE OF ORAL PRODUCTION CONCERNING THE CONTINUING EDUCATION OF ENGLISH LANGUAGE TEACHERS AND THE CONSTRUCTION OF PROFESSIONAL IDENTITY

The scope of the present study is to comprehend the professional identity of a group of English Teachers. The research sought the answer to the following question: How does the mastery of the speaking aspect of the English Language influence teacher’s professional identity? The choice of the topic arose during a continuing education course offered by the authors of the present work, whose partakers were EFL teachers. The research took into consideration both, experiences observed during the continuing education course and relevant data collected with the help of an open questionnaire, which participants answered at the end of the course. Contemporary literature also supported the conclusions concerning teacher’s professional identity and its close relation to two important factors: the way teachers perceive themselves and how others see them. Regarding the English Language Teacher professional identity, the participants of the research stated that professionals from this area are not as valued as they should; in their opinion, the lack of oral fluency of most teachers is a key factor on the existence of a professional misrepresentation. Results have shown that, for them, oral fluency is essential for academic and social recognition of their profession. All participants stressed the need of continuing education in terms of oral practice, due to the lack of opportunity of practicing the English Language daily. They also pointed that teachers with limited-fluency tend to avoid the use of the target language in order to “hide their deficit” on EL; on the other hand, teachers that are fluent in English “feel safer and with self-steam”. We have concluded, from our research, that the oral fluency is indeed important for the constitution of English Language teacher’s professional identity, exerting a positive influence on it. On the other hand, the fact of not being fluent in English Language contributes for the so called “teacher’s professional identity crisis”. 

The study of the English language from the perspective of literacies: manifestations of diversity in higher education

This article aims to reflect on language teaching in academic education in the Bachelor's Degree in Computer Science at the University of Mato Grosso (Unemat), Campus Colider held in the Practice of English Language Teaching. Search illustrate the approach of the educational reality with the use of technology through the English language, where their theoretical knowledge underlie actual practices in the construction of knowledge necessary for teacher education. The methodological procedures contemplated primarily a literature search, following the presentation of teaching experience of teaching English Language in Higher Education and its reflections that comprised a search field. The practices were entered into the Continuing Extension Project of Graduates and Graduates of the Computer Science Department of the University Campus Valley of Teles Pires (Colider), located in the northern region of Mato Grosso. The interdisciplinary approach encompassing the Practice Teaching and Extension Project was to develop activities that involve observation and reflection of the school reality, aiming at the performance in context, in this case the integration of educational games in the discipline of English Instrumental. The enrolled data indicated that the theoretical and practical knowledge, in view of literacies, new literacies, multiliteracies and critical literacies, enhances the quality of education. Finally, it is possible to signal that this practice, as a curriculum component of a degree course, offered analytical reflections on the educational space, using games as a tool for meaningful learning. This highlights the importance of the relationship between theory and practice in teacher training. Thus, Teaching Practices were a space of transformative praxis that sought to promote autonomy and preparation of critical-reflective teachers who are committed to their professional development.