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.

COLLABORATIVE ACTION RESEARCH AND THE IMPACT ON TRAINING TEACHER IN COLLABORATION WITH A TEACHER IN SERVICE

This paper presents partial results of a collaborative action research conducted in a public school in Cruz Alta, Rio Grande do Sul, with a training teacher, a teacher in service and a third year high school class. The collaborative action research, adopted methodology, is considered an alternative way to provide the opportunity for upgrading of in service and in training teachers (Burns 1999). The purpose was to create opportunities for all the participants assimilate a reading in English approach and the language as a sociocultural mediator. From this perspective, reading workshops were developed, whose purpose was to prepare training and in-service teachers for critical-reflexive practice of the classroom, emphasizing the importance of education that addresses cultural aspects of the English language. It was found, once again, that the collaborative work promotes reflection and hence improvements in teaching and learning, which can be significant, considering the lack of actions inspired by research aimed at public English language education in Brazil (CELANI, 2009).

TEACHER TRAINING: THEIR READING HISTORY

Abstract This article aims to show an overview about how the elementary schools are working on reading in school environment in the last decades in Mato Grosso do Sul.   To achieve this goal, twenty three students´ reports enrolled in the second year of Languages at a Federal University were analyzed.  The reports were prepared by the students after they have read the Irandé Antunes text "The reading and its functions", this text was used as mainstay of corpus establishment on this study because Antunes discusses about the problems related to reading in school environment. This work is justified because, although several searches related to reading theme developed in many universities in the country, we noticed that old practices prevail in most schools regarding Portuguese lessons. Based on the reports in which students describe their reading histories in the period they were enrolled in the elementary and secondary school, it was possible to describe the problems that arise in school environment related to reading work. We use as theoretical assumptions Irandé Antunes, Sírio Possenti, João Wanderlei Geraldi and Ezequiel Theodoro da Silva´s words. We brought to the fore matters involving the reading and its relation to the family, grammar supremacy in favor of reading, the neglect of reading in school environment, the textbook presence, and last, indications of reading strategies that we consider successful in school where Portuguese lessons happened according to the Languages´ students in the period they studied elementary and secondary school. KEY-WORDS: Reading; School; Teacher

Linguistic policies for the teaching of Italian in an immigration context

This article aims to analyze the development of the movement of implementation of a language policy for the Italian teaching in an old Italian immigration area in Vale do Itajaí, SC. The data for the discussion come from a larger study of qualitative nature. For this article, some records were selected from an effective teacher of Italian, who acts in the public school of the city which is focus of the research and field notes. Through a semi-structured interview, the teacher talked about the place of languages in the studied context. The data were analyzed from the theoretical Applied Linguistics, in the context of language policies in a dialogue with the education, with regards to education in a minority language context. It seems that, with the discussion, the issue of recognizing the immigration language as a subject in the school curriculum, has happened through local movements’ aiming to institution of a language policy for the immigration language, recognizing it as a culture language. As contributions, the survey results provide subsidies to (re) think the education that has been offered in intercultural contexts and language education in initial and continuing teacher training.

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.