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

ACCESS TO CULTURE: PLAY OF POWERS BETWEEN THE RIGHT TO AND THE RIGHT OF PROPERTY

In this text, under the perspective of Discourse Analysis (DA) grounded in Michel Pêcheux, we examine the way in which the phrase “access to culture” works and triggers effects of meaning in the process of reshaping the Copyright Law (LDA) nº 9.610 from February, 1998. We initially discuss the relation between the notion of culture and the sphere of Copyright Laws. We then analyze two discursive sequences from the primer Consulta Pública para Modernização da Lei de Direito Autoral produced by the Ministry of Culture (MinC). Our aim is to guide through the reshaping of the law. In order to support analysis, throughout the text, were also mobilized some theoretical notions such as archive, phrase, formulation, discursive formation and subject position. The theoretic-analytical gesture allowed us to understand that the effects of meaning produced - through the operation of the phrase "access to culture" - result from the materialization of a play of powers, nourished by new technologies, between protection (rights of property) and access (right to property).