Expressões Idiomáticas, Metáforas e Ensino de Línguas.

In this study we analyze some somatic idioms of Italian and Portuguese languages, in order to investigate the proportion in which their metaphors are the same, similar or different in both languages. This research was based on Lakoff and Johnson’s (2002 [1980]) studies about conceptual metaphor, as well as on studies about phraseologisms and idiomatic expressions developed by some authors as Zuluaga (1980), Tagnin (1989), Tonfoni and Turbinati (1995), Corpas Pastor (1996) and Xatara (1998). Through the analysis, we conclude that much of the studied expressions are structurally, semantically, and metaphorically identical or similar in both languages. These results have allowed us to make some considerations on Italian and Portuguese somatic idioms.

Competences in the classroom in the perspectives of foreign language teachers

In this article we raise some considerations about teachers’ competences, from the perspective of teachers in the Brazilian public sector. The theoretical framework includes articles by Paulo Freire (2001), Philippe Perrenoud (2012), Edgar Morin (2003) and Maurice Tardif (2002) and, based on these authors, we reflect upon issues concerning teachers’ competences taking answers provided by the Brazilian language teachers as a departing point. In a teachers’ course, followed by the same teachers, we posed the main question in our study: Which competences are necessary for a teacher to be considered a good professional at present? From the answers given individually and group discussions we proceeded to a comparative analysis with the adopted framework, and other issues concerning teachers’ competences were considered as well. All the participants mentioned the same two competences, the use of technology and sound knowledge of the course content, and other competences were pointed out by the various teachers as well. Such procedure, besides providing data for our study, also helped as a self-reflexive activity for the teachers involved, about their own professional performance. Given the issues raised in the theoretical texts and the answers provided by the teachers, we expect to revisit the competences necessary for foreign language teacher efficient performance.

O ensino de expressões idiomáticas à luz da lexicografia pedagógica

In the current context of lexicographical studies, there have been increasing discussions concerning the issue of the relationship between theoretical knowledge of the lexicon and pedagogical practices involved in its teaching. However, in this context, the special lexicon of Portuguese such as neologisms, foreign words, slang and idioms has received little attention from researchers. There are many theoretical studies on each one of these phenomena, but few studies aim at an organization and inclusion of special units in the teaching of Portuguese. For this reason, this article presents a reflection on the teaching of idioms, and, despite the widely held belief that dictionaries are only needed for the teaching of foreign languages, the article suggests the implementation of special dictionaries for the teaching of Portuguese Language in elementary education.

Contos de fadas e sequências didática: uma abordagem no ensino fundamental II

The proposal of this work is based on the elaboration of didactic sequences from fairy tales, for students of Elementary School, during reinforcement classes of Portuguese language. It is deemed appropriate to use this genre, because it gives to the child and to the adolescents a pleasurable reading, approaching them of playful situations. As a main goal of this work, this research aimed the preparation of didactic sequences using fairy tales in the classroom, as well as encouraging the reading for these students. The intention was also the internalization of the narratives and the messages conveyed by them, associating them to everyday situations. We used the deductive method, in which we initially organized the approach in the classroom and the teaching sequences from theoretical assumptions and materials already designed

Uma análise do grau comparativo nos materiais didáticos de língua inglesa via teoria das operações predicativas e enunciativas

Pós-graduação em Linguística e Língua Portuguesa - FCLAR

O ensino de redação em sites: diálogos em rede

We know that studies on reading and writing take place within the Linguistic for several decades and, with de computer, the language entered the network and this is opening a learning space for writing classes, no more reduced to a classroom but expanded to a universe that has no geographical boundaries, namely de Internet. Our research fits into this context and is part of the project The discourse on writing practices in contemporary Brazilian media: the art making, the pedagogical practice, and the production of meaning to develop discourse analysis on the practice of writing on sites dedicated to teaching and learning of this practice. The main objective of this research is to investigate the relationship between school attendance of redaction - made here as discourse gender, as you know Bakhtin - and the discourse of the sites that constitute our corpus. We set out the hypothesis that the sites are intended for the teaching/learning of writing seeking to create virtually teaching imaginarily conditions similar to those that exist in school attendance of the Portuguese language. We are interested in, therefore, observe, discursively, as the image is created of the interlocutors to which they are intended considering that the enunciators are not in front of those who occupy the place of real students, because they are virtual students. We, too, to know as the gender class manifested itself in those sites, as these sites dialogue with the face-to-face class in relation to ideology, the function of the teacher, the conception of language and writing. The constitution of the corpus was from search tools on the internet. The sites that we analyzed were: alunosonline.com.br, brasilescola.com.br, coladaweb.com.br, guiadoestudante.com.br, infoescola.com.br, mundoeducação.com.br, mundovestibular.com.br, português.com.br, professorjuscelino.com.br and redaçãodissertativa.com.br. The selection was qualitative, considering the...

Como o ensino vê a variação?

Thinking about the correlations between linguistic variation and education is both necessary and urgent if we wish to make language teaching more appropriate, fairer and more meaningful. I take, on one hand, already well-established concepts derived from research on language: the variable nature of language (in space, time, situations) and the intrinsic relationship between this variation and social structure, the communicative needs of speakers, the needs and desires that speakers have to build their social identity. On the other hand, we found out that the teaching of Portuguese language has usually been based on a vision that assumes the language as a static reality. I propose to contrast the two components of this issue, to reveal where, and if, any relationship has been established, and where it is to be built. In the first instance, I seek to evaluate the bond – how one speaks about change when this issue comes to be focused; in the second, I seek the reasons for absence - ignorance or indifference?

Humor com dessabor: uma análise das tiras da Mafalda no contexto escolar

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Educational Journey on the Teachers' Narrative

Initial and continuous education for teachers has been studied at Group of Studies and Research on Language, Teaching and Teachers’ narrative (GEPLENP in Portuguese). In order to do so, we use teacher’s narratives from public schools in Assis/SP. Narrative researches have been very widely spread either in Brazil or in any other country. Meaningful papers have shown how important the topic is as well as the method used. This research tries to identify teachers’ social representations, which result from historic, cultural and time constitutions in order to get close to group of teachers’ representations about their initial and continuous education. The individual and singular narrative method gives us the opportunity to access the history told by the participants. The results point out that initial education promotes the opposition between theory and praxis and use of tool is highlighted in continuous education, which limits possibilities of teachers’ reflection on their own school role thus evidencing institutional interests.

A emergência do conceito da interculturalidade no ensino e aprendizagem de língua estrangeira

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Aspectos culturais como fios condutores de interações em Tandem na aprendizagem de português língua estrangeira: interculturalidade, estereótipos e identidade(s)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Práticas culturais no ensino de português para estrangeiros

The article entitled Cultural Practices in Teaching Portuguese for Foreigners aims to disseminate teaching practices facing the language teaching to students from Guinea Bissau or whom the Portuguese of Portugal is the official language. We seek to problematize the course given to those students with the purpose of appropriating the " resources of expression" for approval in subjects who were enrolled in Brazil in the first half of undergraduate Letras course in a higher education institution.

Surdez: um estudo da formação continuada oferecida aos professores em uma diretoria de ensino no interior do estado de São Paulo

Pós-graduação em Educação Escolar - FCLAR

Repositórios de objetos de aprendizagem de língua portuguesa no ensino fundamental: alternativas para professores

Pós-graduação em Letras - FCLAR

As unidades heterogenéricas em dicionários bilíngues de espanhol para aprendizes brasileiros: análise do tratamento lexicográfico

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)