BLOGS EDUCACIONAIS DE LÍNGUA ESPANHOLA: ANÁLISE DE GÊNERO SOB A PERSPECTIVA BAKHTINIANA

The use of new technologies in classroom, including in foreign language learning, is becoming more and more frequent. The researches already show investigations with the use of emails, chats, blogs, hypertexts, facebook in foreign language classroom especially to develop the students’ written ability. However, there is still a lack of studies concerning educational blogs in foreign language as a digital genre. This work aim characterizing educational blog as a genre under Bakhtinian perspective. To achieve these objectives, the methodology used is characterized as exploratory-descriptive with quali-quantitative base whose collected data consist in analysis of seven educational blogs. The data analysis was done using the theoretical assumptions about textual genres under Bakhtinian perspective. The main results indicate that the analyzed blogs have thematic content, composition and style that are characteristical as digital genres. In conclusion of this work, suggestions are made for future researches into the use of blogs in the foreign language classroom.

Working with Pedagogical Projects at School: Implications for Teacher Education

This work aims at reflecting on possible implications of working with pedagogical projects for teacher education through the presentation of a pedagogical project proposal that is based on the genre poem and that is thought for the disciplines of Portuguese and Literature and for the higher grades of middle school. Firstly, we present the theoretical basis that lies behind the pedagogical project proposal and the discussion about its possible implications for teacher education. Thus we present and discuss the concepts of language use (CLARK, 2000), discourse genres (BAKHTIN, 2003), pedagogical project (HERNÁNDEZ, 2004; LEITE; MENDES, 2004; SCHLATTER; GARCEZ, 2012) and teacher education (NÓVOA, 1992). Next we treat the project based on the theoretical basis presented more fully, justifying the choice for its theme – urban life – and for its main genre – poem – and elucidating its objectives and possible final products. Based on that, we present and analyze its different steps. Considering the discussions about the theoretical basis used and the project, we then talk about how this way of working at school can influence teacher education, more specifically how the axis use-reflection-use and the concept of discourse genre can hold implications for teacher education, as well as we discuss about some of the roles of the teacher who works with pedagogical projects. Therefore, we bring to light a reflection and discussion that elucidate the issue of the development of pedagogical projects at school and its influence on the teacher's education and performance, taking into consideration that this approach is based on certain conceptions regarding what is understood by language, teaching and learning, pedagogical project, discourse genre and teacher's roles. 

Translation as a resource for the teaching of linguistic diversity in foreign language

Translation has played many roles in foreign language teaching. It has been, on the one hand, considered a fundamental methodological tool, constituting the core of the grammar-translation approach, and, on the other hand, heavily criticized and excluded from the classroom, whether from the practical or the theoretical point of view. Currently, with the communicative approach to language teaching, the study of language varieties has become very important to the learner, and considering the need to understand and interpret the meaning of a word within a specific socio-cultural context during the translation process, it is of paramount importance to acknowledge sociolinguistic variations in the text to be translated. Thus, our goal is to show, through a reflective analysis, that translation can be an educational resource for the teaching of linguistic diversity in foreign language. This study isbased on theoretical assumptions on translation dating from the time of Cicero and Saint Jerome to the present times.

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.

"SHE WAS ALWAYS BY OUR SIDE": PERCEPTIONS OF INCLUSION BY VISUALLY IMPAIRED STUDENTS IN ENGLISH CLASSES

ABSTRACT: Educational policies in Brazil, in the past few years, have recommended the inclusion of visually impaired students in mainstream schools. Considering Vygotsky’s (2000;2008) cultural historical theory of learning and development; Maturana’s (2002) and Tomasello’s (2003) studies on social cognition, this article aims at analyzing the way two students conceive the process of inclusion in an English language classroom. An interview with the students made it possible to observe the positive impact that didactic strategies and the teacher´s attitudes had on the way these students faced learning and the foreign language. KEY WORDS: foreign language learning – blind students - affectivity

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.

Writing concepts in the textbook of elementary school: writing as a consequence with nuances of gift

The text production commands from a collection of textbooks Portuguese (6 to 9 years) were analyzed in order to verify the design of writing that guides the work with this practice in the classroom. Therefore, the study is guided in Applied Linguistics, in theoretical view of Geraldi (1996) and Fiad and Mayrink-Sabison (1994) and methodological of Sercundes (1997). The analysis and systematization of data allowed to highlight the writing concepts such as work, written as a result and writing as a consequence with nuances of gift, and in this article, the commands guided are presented in the latter, given the recurrence that was used in the activities. Thus, the results indicate that the commands of the collection, guided by the concept of writing as a consequence with the nuances of gift, promote dialogue between two predefined by Sercundes conceptions (1997) written as a gift and as a result, showing their overlapping for the realization of production activity. Moreover, the written are the result of activities carried out previously, at the same time that the student is asked to use their imagination, his gift of writing at the time of production, not setting actual production conditions written to students.

POLÍTICAS LINGÜÍSTICAS Y EDUCACIÓN EN EL MERCOSUR

Esta reseña fue elaborada del libro que organiza el Prof. José María Rodríguez (UNA-UCA) recoge las intervenciones de los principales conferencistas de lo que debió ser la realización del cuarto de la serie de “Seminarios Internacionales de Educación Intercultural Bilingüe y la Educación Indígena”. Programado para celebrarse en la ciudad de Asunción, pero que sin embargo a causa de los problemas políticos ocurridos en Paraguay durante el 2012 fue suspendido.La cuarta edición del “Seminario Internacional de Educación Intercultural Bilingüe y la Educación Indígena” buscó dar continuidad a los propósitos que Rodríguez se planteó desde que concibió el diseño y la realización de estos eventos académicos: el fortalecimiento de la identidad regional como engranaje fundamental de la integración, tomando en cuenta la diversidad y el reconocimiento de los diferentes códigos culturales y lingüísticos de los países suramericanos para favorecer el conocimiento mutuo y la práctica de una educación intercultural, capaz de estimular la sensibilidad por el reconocimiento del otro y por el aprendizaje de los idiomas oficiales del Mercosur. Tal como sostiene, el organizador en esta oportunidad la discusión se programó en torno a las Políticas Lingüísticas para la promoción de la integración educacional y educativa del Mercosur. Así, los principales objetivos del seminario que el libro recoge en detalle fueron discutir sobre las políticas y la praxis pedagógica que priorizan la educación como base para el desarrollo de la cohesión social y sustentabilidad en el Mercosur. En función de fomentar la creación de una identidad mercosurista, donde el portugués, el español y los idiomas indígenas constituyan verdaderas lenguas de diálogos e integración, y contribuyan a la promoción del multilingüismo en el Mercosur para favorecer una cultura de paz, de respecto por la democracia y los derechos humanos en los distintos ámbitos de los países e instituciones suramericanas. Los artículos del libro se agrupan en torno a los ejes: (i) interculturalidad, (ii) educación intercultural, (iii) educación indígena, (iv) política lingüística, (v) lingüística y glotopolítica. Además de incluir tres textos que exclusivamente reflexionan sobre literatura.

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.

A fé contra o crime: A bakhtinian analysis of the image of evangelicals in Brazil in the cover of Veja magazine

The present paper, based on the concept of surplus of vision discussed in some works of the bakhtinian Circle, as, mainly Bakhtin (2010a) and Bakhtin (2010b), has the main aim to analyse the image of evangelicals in a cover delivered by Veja magazine from the bakhtinian categories of exotopy, otherness and expressive intonation and, consequently, the meaning effects resulting from them. Therefore, anchored by the perspective of Bakhtinian Studies (BS), we analysed the magazine cover, seeking to apprehend the meanings constructed by this genre of verb-visual basis. To the constitution of the corpus of analysis, we selected the cover of the edition 1555, published on July, 15, 1998, entitled A fé contra o crime: Numa cruzada em presídios e redutos de traficantes, os evangélicos estão convertendo bandidos em soldados de Jesus, to analyse in which way the magazine, from its discursive place, appropriates the image of the evangelicals and represents it with its intonations in its statements. From the analysis, we can state that Veja constructs an image that tends to the homogenization of the evangelicals in Brazil, from its surplus of vision, with its tone of sarcasm, prejudice and vilification of this group, attempting to position the consumer/reader of Veja against the protestant sphere. The conclusion of this research, therefore, is that the exotopic position assumed by Veja with regard to its otherness, the evangelical discursive sphere, articulates axiologic aprehensions materialized in the form of intonation on the cover of the magazine that we analysed, disseminating, with the character of truth, the protestant group as integrant of mere dualities. Although the cover figures the group as an agent of change in society, this change gets the intonation by the magazine so that it seems false or, at least, incomplete, which equips the Veja readers of mistrust and, therefore, discredit to the actions of the discussed discursive sphere.

EXTRALINGUISTIC FACTORS IN THE USE OF THE ARGENTINE VOSEO: A DIDACTIC PROPOSAL FROM THE TRANSLATION OF COMICS

Regarding the process of translation, the analysis of intra and extratextual factors allows the translator to identify which aspects of the source text will have to be, or will not have to be, adapted at the translation to the culture of the target text (NORD, 2012). This fact allows a connection between Sociolinguistics and Translation Studies, which has already been pointed out by Mayoral (1998), Bolaños-Cuéllar (2000), among others. Therefore, this paper seeks to elaborate an activity project making use of translation, in a functional and pedagogical perspective, with the purpose of raising awareness and the teaching of extralinguistical factors in the usage of the Argentinian voseo and brazilian learners of Spanish at high school. To do so, starting from a theoretical discussion regarding the use of translation in foreign language classes and the connection between translating activity and the knowledge of linguistic variation, we elaborate a didactic sequence involving the translation of Argentinian comic strips to Brazilian Portuguese. In this didactic sequence, we elaborate an analysis script for the comic strips based on a pre-translation model proposed by Nord (2012), which may contribute with the design of didactic proposals in this theoretical path.

Online discussion forums: a tool to stimulate language teachers’ interaction and reflection

The decisions and approaches taken by the teachers in the classroom are guided by their beliefs of what it means to teach and learn which are built along their history as a student and teacher. However, only the experiences lived by the teachers do not guarantee their professional development (CELCE-MURCIA, 2001). The teacher’s engagement in a process of reflection on their beliefs and pedagogical practices, which leads to the construction and reconstruction of meaning about their actions and the classroom is essential to their development, in order to become an agent of reflection. Considering the importance of reflection in teacher education, in this article, we emphasize the potential of virtual discussion forums to foster the sharing and the reflection of beliefs and practices of postgraduate students (language teachers) about the language teaching and learning process through interactive situations. By means of guidance and online and offline reflection, the students were able to share experiences on teaching and learning, as well as discuss their beliefs and the beliefs of their colleagues. The results of this study point out that understanding and interpreting the teachers’ beliefs can be a path to the transformation of their teaching practice through reflective practice. They also emphasize that the use of virtual discussion forums as a pedagogical tool can contribute in this direction.

A proposal for English teaching in the classrooms of IFSC in times of globalization and bilingualism

This article discusses, departing from Critical Applied Linguistics perspectives, English language teaching in the classrooms of the Instituto Federal de Educação, Ciência e Tecnologia de Santa Catarina – IFSC (Federal Institute of Education, Science and Technology of Santa Catarina) – more specifically about high school courses integrated to technical teaching, a discussion also useful to other institutions and schools. In the article, the role of IFSC is critically discussed regarding English teaching in the present globalization/globalism era with its demands for bilingualism. A reflection about what kind of English teaching is desirable for IFSC is presented, trying to answer the following question: Which approach of English teaching could be applied to IFSC in the current context? The understanding in the article is that nowadays teaching of English should not be performed any more as a mere study of a language, but that that teaching may occur through a libertarian conception, which, besides preparing the students to the world of work, gives them the possibility to grow as critical citizens, engaged in the organization for a more humane and just world. Keywords: globalization; bilingualism; English teaching.

MEMORIES AND TRAJECTORIES: IMPLICATIONS IN THE IDENTITY CONSTRUCTION OF THE PROFESSIONAL LANGUAGE

Teachers, as professionals, carry out an essential role in the process of the social change. For this purpose, the process of teachers’ formation are deserving highlighted in the research field of Applied Linguistics, aiming to enhance the work of language professionals. In this term, the current paper seeks to investigate the previous knowledge of the students of Letters Course at Unioeste, subjects of this study, about teaching career and professor’s identity constitution.  Simultaneously, it is discussed some implications between the educational trajectory and these students’ Professional choice, considering that it is found in the initial stage of this formative process. The adopted methodology consists of a qualitative approach from memorials, seeking to stand out the conceptions and representations of those subjects about constitution of the teacher. Among some characteristics that stand out in the narratives regarding teacher identity, are the complexity of teaching, like the profession, as well as the diverse teaching practices and 'transgressive'.

Academic review: a study of textual production of new students in the distance education

This article focuses on the difficulties encountered in text production students of the first phase of an undergraduate distance learning course at the Federal University of Santa Catarina with regard to working with the gender discourse academic review. The research question that drives this study is: In terms of social experiences with written language system, which factors are inferreds in the analysis of problems of adaptation to the visualized gender in textual production reviews in the academic sphere in the course of Portuguese Language distance? The study developed is anchored in theories of literacy based on Street (1984; 2003; 2009), Hamilton (2000), Barton and Hamilton (2004), among other authors who discuss the new studies of literacy through ethnographic perspectives; as well as the theories of genres of Bakhtin and his Circle (2003 [1952/53]). The results show problems (not) appropriate to the genre, both in terms of compositional configuration as in relation to the thematic content and style and signal distinctions between school and family literacy practices and academic literacy practices, demanding methodological resignifications in addressing gender in the academic sphere. The study contributes to the Applied Linguistics area paying attention to the need to undertake a teaching preparation (Halte, 2008) that includes the experiences of students and their weaknesses, so as to focus on them.