THOUGHTS ON TEACHING PHONETICS AND PHONOLOGY IN THE COURSE OF LETTERS: PROBLEMATIC SITUATIONS AS CUES TO PEDAGOGICAL PRACTICE

This paper is a root from the research project on Linguistics and Teacher Formation (at UEM). It also investigates the relations between the linguistic knowledge and the formation of teachers, promoting an interface between scientific knowledge and the didactic and pedagogical knowledge. In order to do so, it proposes to triangulate the official documentation on teacher formation (National Curricular Guidelines, Official Decisions and Opinions; National Curricular Parameters of basic and high school education; and the Pedagogical Project of the Letters Course at UEM); the practice of teachers based on each of the themes; and the schoolbooks used: grammar and government donated books.

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.

LITERATURA OUTSIDER PARA UMA CIDADE ESTABELECIDA: A INFLUÊNCIA DO CAMPO LITERÁRIO E DO CAMPO CURRICULAR NA CONSTRUÇÃO DO PROJETO DA CIDADE DE CURITIBA NA DÉCADA DE 1990 E INÍCIO DO SÉCULO XXI

There were various writers came out of a literature field with the different points of view of the Curitiba in the 1990s and at the beginning of the XXI century, come of them criticizing the city's project of the moment.  We study here whether this literature was absorbed somehow either by the Official Curriculum of the municipal educational structure or by the Curriculum Practice of that period. Different curriculum materials accepted by the municipal schools were analyzed as well as the teachers that had taught  at that period were interviewed for the purpose of the present investigation.  In general way we realized that the Official Curriculum represented ideas of the city and a literature that re-enforced the “established” model of the city (established/outsiders, Norbert Elias's concepts), for example, so-called “paranist” literature. As for the Curriculum Practice, data that were collected until now show us that almost all of the interviewed  teachers weren't aware of pro-paranist character of the ideas as well as didn't work with literature possibilities that would contain opposite to oficial interpretation of the city.    

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.