BELIEFS ABOUT ENGLISH LEARNING AND TEACHING IN A TECHNICAL SCHOOL IN THE CITY OF PONTA PORÃ/MS

Abstract: This study is part of my master research, which aimed to investigate the beliefs about  English learning and teaching of students entering to a High School Course integrated to Computer Technician at a Federal High School in the city Ponta Pora / MS , located at the  border  with Paraguay . In the context , great part of the students coming from public schools in the region  had not studied English as a foreign language in elementary school , once it is located  in a region of the border with Paraguay , it offers only Spanish as a foreign language. The interest for this research came up as of conflicting situations between the teacher way of teaching and students ways of learning, especially of those who had not studied English in elementary school. Thus we tried to study the beliefs of these students, analyzing how they process in that context in order to promote reflection of the teacher  to perform actions of intervention in order to reduce the mismatches between the ways of teaching and the ways that the students believe to be the right to learn. Keywords: Beliefs; English Teaching and Learning; Context

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.