CULTURE AND LITERATURE IN FOREIGN LANGUAGES LEARNING

This brief article is an introduction to questions as multiculturalism, identity and prejudice, from a specific point of view: a reflection on the importance of didactics in foreign literature and culture, and the role of reading as a meaningful education form in the undergraduating study programs of "Letras Estrangeiras" in Brazil.

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. 

Female authorship Literature: Women in the history and in the memory

The purpose of this study is to analyze the process of Brazilian women’s search for equality, concerning cultural and social areas over five centuries. Oppression, submission and silence used to be common words for women during this period in the history. The extreme patriarchal system and the sexism in different areas of society prevented the female rights from expressing their opinions. This study process involved the research on significant articles, books and magazines related to gender equalities. The present achievements of women in the country are due to the work of feminist movements supported in Cultural Studies and Gender Theories that led women to represent an equal role in the society. As a result, women in the twentieth century got rid of the sexist oppression and besides producing remarkable writings, they improved their identities revealing themselves as skilful people able to contribute to the literary canon as well as diligent professional in education, politics and different areas of society in the postwar period.

THE PRACTICE OF ORAL PRODUCTION CONCERNING THE CONTINUING EDUCATION OF ENGLISH LANGUAGE TEACHERS AND THE CONSTRUCTION OF PROFESSIONAL IDENTITY

The scope of the present study is to comprehend the professional identity of a group of English Teachers. The research sought the answer to the following question: How does the mastery of the speaking aspect of the English Language influence teacher’s professional identity? The choice of the topic arose during a continuing education course offered by the authors of the present work, whose partakers were EFL teachers. The research took into consideration both, experiences observed during the continuing education course and relevant data collected with the help of an open questionnaire, which participants answered at the end of the course. Contemporary literature also supported the conclusions concerning teacher’s professional identity and its close relation to two important factors: the way teachers perceive themselves and how others see them. Regarding the English Language Teacher professional identity, the participants of the research stated that professionals from this area are not as valued as they should; in their opinion, the lack of oral fluency of most teachers is a key factor on the existence of a professional misrepresentation. Results have shown that, for them, oral fluency is essential for academic and social recognition of their profession. All participants stressed the need of continuing education in terms of oral practice, due to the lack of opportunity of practicing the English Language daily. They also pointed that teachers with limited-fluency tend to avoid the use of the target language in order to “hide their deficit” on EL; on the other hand, teachers that are fluent in English “feel safer and with self-steam”. We have concluded, from our research, that the oral fluency is indeed important for the constitution of English Language teacher’s professional identity, exerting a positive influence on it. On the other hand, the fact of not being fluent in English Language contributes for the so called “teacher’s professional identity crisis”. 

CONTINUING EDUCATION TEACHER AND SCORES BASIC EDUCATION DEVELOPMENT: THE PROCESS AND PRODUCT

: The present work has as its theme the continuing education of teachers and their close relationship with the Development Index of Basic Education (IDEB) in the early years. Its main objective is to offer to this level of education professionals and other interested parties, a discussion of ways to a more consistent performance in the classroom. To this end, we have made consideration of the municipal public policies for continuing education of teachers of Portuguese in order to reflect on the importance of planning of actions aimed at continuing education in the municipalities and their reflections in IDEB. The discussion will be subsidized by the propositions of Linguistics of Enunciation based on Bakhtin (1992, 2003) among others. Thus, to sustain the discussion, we selected a town in western Paraná, for which we will launch our eye on the public policy of continuing education and its impact on the teaching of Portuguese. These reflections are connected with the Center for Research Project organized by the Continuing Education for teachers of basic education in the early years: actions for literacy in cities with low IDEB the western Paraná, linked to the Post-graduate studies in Literature and Monitoring Program of Education - CAPES / INEP / SECAD.

The study of the English language from the perspective of literacies: manifestations of diversity in higher education

This article aims to reflect on language teaching in academic education in the Bachelor's Degree in Computer Science at the University of Mato Grosso (Unemat), Campus Colider held in the Practice of English Language Teaching. Search illustrate the approach of the educational reality with the use of technology through the English language, where their theoretical knowledge underlie actual practices in the construction of knowledge necessary for teacher education. The methodological procedures contemplated primarily a literature search, following the presentation of teaching experience of teaching English Language in Higher Education and its reflections that comprised a search field. The practices were entered into the Continuing Extension Project of Graduates and Graduates of the Computer Science Department of the University Campus Valley of Teles Pires (Colider), located in the northern region of Mato Grosso. The interdisciplinary approach encompassing the Practice Teaching and Extension Project was to develop activities that involve observation and reflection of the school reality, aiming at the performance in context, in this case the integration of educational games in the discipline of English Instrumental. The enrolled data indicated that the theoretical and practical knowledge, in view of literacies, new literacies, multiliteracies and critical literacies, enhances the quality of education. Finally, it is possible to signal that this practice, as a curriculum component of a degree course, offered analytical reflections on the educational space, using games as a tool for meaningful learning. This highlights the importance of the relationship between theory and practice in teacher training. Thus, Teaching Practices were a space of transformative praxis that sought to promote autonomy and preparation of critical-reflective teachers who are committed to their professional development.

Tutors' Activities in Distance Education: analyzing their educational roles

Tutors´ role in Distance Education is investigated by analyzing and identifying representations built on their work and expressed in their discourses in half-structured interviews (BULEA, 2010). The theoretical and methodological framework is based on Social-Discursive Interactionism (SDI) within its most didactic pathway (BRONCKART, 2003; 2005), Social Interactionism (SI) (BAKHTIN, 1993; 2003). Current paper comprises (a) a synthesis of theoretical and methodological guidelines on the theoretical framework of SDI and on the procedures of human action represented in texts for the construction of a broader perception on tutors´ educational work; (b) theoretical guidelines for a research interview to foreground the better use of such a tool; (c) tutors´ discourse. Data produced in a public university in the state of Paraná, Brazil, are given in the Methodology section. They comprise half-structured interviews with tutors of the Language & Literature Distance Education course. Results of tutors´ deposition evidence the relevance of the tutor in distance education modality in Brazil.  

2020: A New Era of Sign Language Literature

 Summary: Sign language is the primary daily language of many Deaf people, yet sign language is not always included as a part of Deaf Education. Teachers of the Deaf in France in the late 1700s and early 1800s established using sign language in the classroom and yet generations later educators chose to revert back to oralism, not including any sign language when teaching Deaf children. And the trend continues to this day. Researchers in the 1960s, 70s and 80s proved that sign languages are natural languages, and yet this fact did not change the difficulties schools still have in reassuring parents and administrators that the Deaf students will learn to communicate, read and write a sign language as with your fellow listeners regarding oral languages that speak. Now, in the 21st century most educators and researchers are aware that sign languages are sophisticated languages with grammar, syntax and large vocabularies. Yet accepting sign languages as written languages has taken longer. Those who support the idea of writing sign languages feel that the availability of written literature and poetry in sign languages will lead to improved literacy in oral languages and in the long run, increase acceptance by the hearing world. Showing that sign languages have a written form helps establish sign languages as foreign languages in schools. With the advent of the internet and social media, writing sign languages is spreading quickly. The year 2020 is the beginning of a new era of sign language literature.Keywords: Sign Language; Literature; SignWriting; Deaf; Education.

SAP-Related Education - Status-Quo and Experience

Integrating Enterprise Systems solutions in the curriculum of not only universities but all types of institutes of higher learning has been a major challenge for nearly ten years. Enterprise Systems education is surprisingly well documented in a number of papers on Information Systems education. However, most publications in this area report on the individual experiences of an institution or an academic. This paper focuses on the most popular Enterprise System - SAP - and summarizes the outcomes of a global survey on the status quo of SAP-related education. Based on feedback of 305 lecturers and more than 700 students, it reports on the main factors of Enterprise Systems education including, critical success factors, alternative hosting models, and students’ perceptions. The results show among others an overall increasing interest in advanced SAP solutions and international collaboration, and a high satisfaction with the concept of using Application Hosting Centers.