Competência comunicativa de futuros professores frente à diversidade religiosa na abordagem do tema origens do universo

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Música por meio de sistemas de comunicação alternativa: inserção do aluno com deficiência na atividade pedagógica

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O ensino de língua inglesa e o uso de portais de conteúdo para a construção de ambientes de aprendizagem

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A interação oral de uma professora não-nativa em aulas de língua estrangeira (inglês)

Pós-graduação em Estudos Linguísticos - IBILCE

Percepção do cliente quanto ao cuidado de enfermagem no período pós-operatório

Pós-graduação em Enfermagem (mestrado profissional) - FMB

A formação inicial do professor de língua inglesa: teoria e prática em questão

Pós-graduação em Estudos Linguísticos - IBILCE

A abordagem do voseo em materiais didáticos brasileiros de ensino do espanhol como língua estrangeira

This work discusses the importance of the language varieties in the Spanish language to the process of teaching and learning Spanish as a foreign language (ELE), focusing on the approach, ie, how to deal with the phenomenon voseo in Brazilian textbooks. It presents a brief historical overview on the arising of this language and its implementation in Latin America. From an educational approach that values a good development of communicative competence, it’s driven to a presentation of the Spanish schoolbooks selected by PNLD for the year 2012, as well as an observation of activities that demonstrate the phenomenon called voseo, in other words, the use of the variety of the pronoun vos instead of tú for the treatment of the second person. Given the vast range of Spanish courses as a foreign language for high school students, and the growing interest of young people in learning a second language, this study addresses the importance of developing the communicative competence of a foreign language

La interculturalidad en la enseñanza del español como lengua extranjera en la pasantía de la práctica profesional

In the contemporary literature on Foreign Language Teaching (LE/L2), is evidence of a trend in education given priority from the sub-focus on socio-cultural competence (HYMES, 1972), mainly with the aim of developing the intercultural competence, that is, the power to know the differences between the culture of the new language and the language in concrete situations and to develop strategies to deal comprehensively with the customs of another culture (Rozenfeld & Vianna, 2011). This process seeks to bring people to a critical analysis of their own language and culture, the concept of otherness and the similarities and differences between nations (MOTTA ROTH, 2003). Under the didactic-pedagogical approach multiculturalism, there is the need to develop new educational proposals and to include studies and researches about this subject in the curricula of teacher education courses. Politically, the proposals of the "Parâmetros Curriculares Nacionais (PCNs)" in Brazil emphasize as targets to be established for the teaching of Spanish as a foreign language (ELE), on average, target content and teaching strategies to develop, in addition to communicative competence, competition also "inter (multi) culture" (BRASIL, 2000). Thus, this paper analyzes the reports of pre-service teachers in the course of Teaching Practice of Spanish Language, the presence of cultural and intercultural approach, verifying didactic-pedagogical treatment that is being expressed in projects and materialized in practices of ELE classroom, in the interior of São Paulo / Brazil.

La interculturalidad en la enseñanza de español como lengua extranjera en la pasantía

In the contemporary literature on Foreign Language Teaching (LE/L2), is evidence of a trend in education given priority from the sub-focus on socio-cultural competence (HYMES, 1972), mainly with the aim of developing the intercultural competence, that is, the power to know the differences between the culture of the new language and the language in concrete situations and to develop strategies to deal comprehensively with the customs of another culture (Rozenfeld & Vianna, 2011). This process seeks to bring people to a critical analysis of their own language and culture, the concept of otherness and the similarities and differences between nations (MOTTA ROTH, 2003). Under the didactic-pedagogical approach multiculturalism, there is the need to develop new educational proposals and to include studies and researches about this subject in the curricula of teacher education courses. Politically, the proposals of the "Parâmetros Curriculares Nacionais (PCNs)" in Brazil emphasize as targets to be established for the teaching of Spanish as a foreign language (ELE), on average, target content and teaching strategies to develop, in addition to communicative competence, competition also "inter (multi) culture" (BRASIL, 2000). Thus, this paper analyzes the reports of pre-service teachers in the course of Teaching Practice of Spanish Language, the presence of cultural and intercultural approach, verifying didactic-pedagogical treatment that is being expressed in projects and materialized in practices of ELE classroom, in the interior of São Paulo / Brazil.

Um olhar sociolinguístico sobre as interações do teletandem: diversidade e variações linguísticas

This article reports on the diversity and the linguistic variations in e-mails and chat interactions in teletandem interactions. Based on the interface of foreign language acquisition and sociolinguistics, its focus is on linguistic variants under the perspective of the social variations of language, especially regarding standard and non-standard norms of the Portuguese language in a teletandem context. Sociolinguistics offers us resources for the analysis and understanding that we intend to provide about teletandem interactions. We also mention the Teletandem Brasil project, its ideas and theoretical orientations, and also analyze data collected. The findings show that the variations in foreign students´ written production, who are also Portuguese learners, come from fluctuations between the standard and non-standard norms because students still do not have complete communicative competence in the target language.

Diversidade religiosa e formação de professores de ciências: uma discussão em Habermas e um caso no ensino de Física

This article brings a discussion of the implications of religious diversity on science education as well as on teacher education. To orientate our discussion, we adopt as framework the ideas of German philosopher Jürgen Habermas on the political relationship that should govern relations between a naturalistic culture and different religious cultures. We also present a research with future teachers of physics, which aimed at investigating the positions taken by the future teachers towards non scientific models presented by students about the origins of the universe. We tried to identify, especially, the expectation of these future teachers would demonstrated about the contributing of the lifting of such models in class by students. We were able to find that most of them believe that the manifestation of these ideas could bring contributions to the discussion in the classroom. We also found that teaching practices based on communication, questioning and dialogue of the undergraduate course done by the prospective teachers has generated an ownership by the undergraduates of these practices and their potential application in other situations and other discussions, including inter-religious.

Leitura e interpretação do gênero artigo de opinião: uma experiência reflexiva em ambiente socioeducativo : Fundação C.A.S.A

Pós-graduação em Letras - FCLAR

O ensino do léxico de língua portuguesa na educação de jovens e adultos (EJA)

Pós-graduação em Estudos Linguísticos - IBILCE

Visual stimuli and written production of deaf signers

PURPOSE: To verify the interference of visual stimuli in written production of deaf signers with no complaints regarding reading and writing. METHODS: The research group consisted of 12 students with education between the 4th and 5th grade of elementary school, with severe or profound sensorineural hearing loss, users of LIBRAS and with alphabetical writing level. The evaluation was performed with pictures in a logical sequence and an action picture. The analysis used the communicative competence criteria. RESULTS: There were no differences in the writing production of the subjects for both stimuli. In all texts there was no title and punctuation, verbs were in the infinitive mode, there was lack of cohesive links and inclusion of created words. CONCLUSION: The different visual stimuli did not affect the production of texts.

La competencia comunicativa intercultural en el aula de español de los negocios: análisis de materiales para su enseñanza

RESUMEN La adquisición de la competencia comunicativa intercultural en la enseñanza de Lenguas Extranjeras (LE) y/o Lenguas para Fines Específicos (LFE) debe ser un proceso de aprendizaje consciente y explícito cuyo fin es la transmisión de conocimientos teóricos, el desarrollo de habilidades comportamentales y de actitudes positivas a través del contacto con la/s cultura/s meta. Esta tesis tiene como objetivo general contribuir al desarrollo de la competencia comunicativa intercultural comercial del estudiante de español de los negocios (EN). Para ello se ha realizado un análisis de los manuales para su enseñanza. En concreto, hemos auditado los manuales de EN con el fin de conocer la metodología didáctica que emplean en la enseñanza de la competencia comunicativa intercultural comercial, tomando como marco de referencia el enfoque intercultural para la enseñanza de las Lenguas de los Negocios. Para alcanzar este fin se ha dividido la investigación en tres partes: 1) la revisión de los antecedentes sobre la enseñanza del componente intercultural y del análisis de materiales en los cursos de LFE; 2) la configuración de un constructo teórico que permitiera a la vez, seleccionar el objeto de estudio, diseñar el instrumento de análisis y disponer de un marco de referencia valorativo; 3) y la creación, pilotaje y aplicación del instrumento de análisis, y la auditoría de los datos. Los resultados muestran que, en líneas generales, predomina una visión tradicional de la cultura; un escaso tratamiento de la relación lengua-y-cultura; un seguimiento parcial de los principios pedagógicos para la adquisición de la competencia comunicativa intercultural; un tratamiento bajo de las habilidades interculturales específicas en las interacciones comerciales; y una cobertura parcial de las habilidades interculturales generales, las cuales se centran fundamentalmente en la adqusición de saberes teóricos. PALABRAS CLAVE: competencia comunicativa intercultural; comunicación intercultural comercial; español de los negocios; español para fines específicos; auditoria de manuales didácticos. ABSTRACT The acquisition of intercultural communicative competence in Foreign Language (FL) and / or Languages for Specific Purposes teaching (LSP) must be a conscious and explicit learning to develop knowledge, skills and positive attitudes through contact with the target culture/s. The overall objective of this thesis is to assist the development of the intercultural communicative competence of the student of Spanish for Business (SB) through the audit of the teaching textbooks published in the last decade through a multidisciplinary approach to teaching LSP. The audit was carried out in order to ascertain the underlying approach and course design for the development of the intercultural communicative competence; to state the methodological approach to culture, language-and-culture relationship, culture teaching, culture acquisition and course design. To achieve this objective, the work has been divided into four parts: 1) review of the background on teaching the intercultural component and the analysis of materials in a courses of LSP through a multidisciplinary approach, 2) configuration of a theoretical construct allowing to select the object of study, to design the analytical instrument and to have an evaluative framework, together with the selection of a corpus of Spanish for Business textbooks, 3) development of the analytical instrument and 4) application of the analytical instrument and audit of selected textbooks. The results show that, in the textbooks analyzed, dominated a traditional view of culture, a low ratio treatment of the language-and-culture relationship, a partial implementation of the pedagogical principles for the acquisition of intercultural communicative competence; poor treatment of specific intercultural skills in business interactions, and partial coverage of the general cultural skills, which focus primarily on the acquisition of theoretical knowledge. KEY WORDS: Intercultural communicative competence; Intercultural communicative competence; Spanish for Business; Spanish for Specific Purposes; Textbook audit