TEXT GENDERS AND DIDATIC TOOLS FOR TEACHING AND LEARNING PORTUGUESE

The aim of this article is to propose thoughts on the process of teacher formation, theoretically based on the principles of discourse as social interaction that defend the idea that the development of people happens in social activities, in an environment constituted and organized by different pre-constructions and by means of mediation processes, mostly language-related ones. Thus, since birth, people can get these so-called social pre-constructions, what permit their development and, dialectically, enables them to contribute for their own permanent transformation. With this in mind, we assume that the role of the linguist in activities related to teacher formation goes far beyond the supply of subjects adequate for teaching, for this work approaches all the levels of educational activity, with a critical, collaborative and methodologically and theoretically developed attitude.

MULTI-WORD VERBS IN DIGITAL ENVIRONMENTS FOR ENGLISH TEACHING AND LEARNING

This paper aims to analyze the approach of multi-word verbs in free digital resources for English learning. Multi-word verbs, which are widely known as phrasal verbs, are verbal English verbal combinations, formed from a verb and preposition or adverb, or both. From a functional standpoint, these verbal combinations and their different particles behave differently in syntactic terms (Greebaum & Quirk, 1990 and Downing & Locke (2006). Learning about these differences can be of great importance to foster fluency in the language, mainly at higher proficiency levels. At present, with the growing demand for learning English, many digital environments were made available. This paper analyzes 07 major websites for English learning in Brazil, in order to investigate how the topic is addressed. As a result, we argue that more precision and concision are required to approach the theme. This can be achieved, for example, by employing the term multi-word verbs, together with a more precise definition of its functional syntactic behavior. This paper argues that this change of approach is especially important in digital learning environments, in which there is not always a direct mediation of the teacher or specialist.

Beliefs about teaching and learning English in elementary school: a case study

ABSTRACT: With this work I aim to identify and inter relate the beliefs of the students from a public school about English language learning, and my beliefs as the students’ teacher about English teaching. To conduct this research I used reflexive diaries as instruments for data collection, they were written throughout the semester by the teacher and the students in a state school from Minas Gerais. With the analysis of the diaries, I noticed that the diary is a profitable tool for the apprehension of beliefs of the students and the teacher. Furthermore, students seem to be more accountable for learning, decentralizing the role of teacher.

Dialogical-reflective meetings on reading practices and literacy (s) in a public school: report of research

This article is part of a research that investigated the practices of reading and literacy of students from a public school in Rondonópolis, Mato Grosso, and promote reflective meetings with teachers to know their views and practices regarding the teaching and learning of reading, searching contribute to the critical reflection on these practices. Thus, the proposed work was guided by reading theories and critical literacy, combined with the Bakhtin’s language theory and Vygotsky’s learning theory and human development. The data revealed that students participate in a variety of literacy practices  out of school contexts, however the context of school literacy uncovers centralization of activities in traditional tasks in school, especially copy of texts and activities of the blackboard. In the first meetings with the teachers, their perceptions about these practices were marked by uncertainty, not understanding what to do with some school problems. As the meetings were going on, the discourses could reveal critical reflection moments.