BELIEFS ABOUT LEARNING ASSESSMENT: SAYING OF A SPANISH TEACHER OF A PUBLIC SCHOOL

The teachers' beliefs study has been a good resource for further reflection on the teaching practice. Beliefs, defined as constructions of reality, arise from the livings and experiences of teacher and encompass professional, personal, emotional and ideological aspects and influence on the practices in the classroom. Elucidating the teacher beliefs is a way of revealing what they think, how they feel and what are the limitations of these professionals. For this reason, considering the amount of value on the belief on the teacher's action and the importance (not always considered) of the evaluation of learning in the process of teaching, learning and evaluating, this work aims to present the beliefs about learning assessment of a Spanish teacher as a foreign language in a public school of Rio Grande do Sul. The results indicate that the beliefs of the teacher correspond to the contemporary theories of learning assessment and the guideline of the official documents for teaching languages.

Text production and the classroom: a look at the public school

Through projects linked to Procad/Unioeste/UFSC, with support from Capes, CNPq and also Fundação Araucária, studies carried out on written production in elementary school. This article presents a study of the conjunctions as guiding elements of viewpoint. It reported stages of project, mainly related to the reading of text support and to the practice what kind of positing was designed in the selection process of coordinating conjunctions. The essays selected for this research reveal certain argumentative strategies that act as execution a positioning of the author of the text on understanding of how to deal with writing, considering theme compatible with the daily reality.

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.

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.

THE SCHOOL TEXTUAL PRODUCTION PROCESS MEDIATED BY LINGUISTIC ANALYSIS WITH FOCUS ON ARGUMENTATION

It is showed in this text, discussion about the textual (re)writing process in activity that was propitiated through the development of a research project applied in a public school of Parana state, whose goal was to develop the argumentative writing production at the 9th year students, of the basic education. The research project focused on the teaching of a scientific paper and the use of conjunctions as constituent elements of argumentation. It was applied strategies grounded on Argumentative Semantics which were concerned with the conjunctions use as argumentative elements and, for the expansion of ideas. After the produced material analysis, it was selected this work’s corpus, which is constituted of the last version of the written text by one student whose production was well qualified. It was verified that the textual genre suggested and the conjunctions usage as argumentation organizer element was considered by the student, at the writing activities.