Práticas de letramento digital de professores em formação: demandas, saberes e impactos

Over the last decades, the digital inclusion public policies have significantly invested in the purchase of hardwares and softwares in order to offer technology to the Brazilian public teaching institutions, specifically computers and broadband Internet. However, the teachers education to handle these artefacts is put away, even though there is some demand from the information society. With that, this dissertation chooses as an object of study the digital literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education by means of the extension course Literacies and technologies: portuguese language teaching and cyberculture demands. In this direction, we aim at investigating the digital literacy practices of developing teachers in three specific moments: before, while and after this extension action with the intent to (i) delineate the digital literacy practices performed by the collaborators before the formative action; (ii) to narrate the literacy events made possible by the extension course; (iii) to investigate the contributions of the education course to the collaborators teaching practice. We sought theoretical contributions in the literacy studies (BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000), specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and adopts a quali-quantitative research approach (NUNAN, 1992; DÖRNYEI, 2006). The data analysis permitted to evidentiate that (i) before the course, the digital literacy practices focused on the personal and academic dimensions of their realities at the expense of the professional dimension; (ii) during the extension action, the teachers collaboratively took part in the hybrid study sessions, which had a pedagogical focus on the use of ICTs, accomplishing the use of digital literacy practices - unknown before that; (iii) after the course, the attitude of the collaborator teachers concerning the use of ICTs on their regular professional basis had changed, once those teachers started to effectively make use of them, promoting social visibility to what was produced in the school. We also observed that teachers in initial education acted as more experienced peers in collaborative learning process, offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in continuous education. This occurred because of the undergraduates actualize digital literacy practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY, 2001)

Ser professor de português: o que dizem os discursos reguladores, os alunos e os professores no contexto da formação inicial (UMINHO/Portugal e UFRN/Brasil)

The constitution of being a teacher of Portuguese occurs in a dynamic process involving various factors, such as the requirements of regulatory documents, the context of teacher formation, and the configuration of current society, per se. This study is aimed at reflecting on the initial formation of teachers of Portuguese and on official documents that face this formation, raising the following questions: (1) what does it mean to be a Portuguese teacher? (2) what is the vision of the subjects (teachers and students) involved with the formation of teaching the Portuguese Language? (3) how do these individuals deal with official documents? and (4) how do these subjects discourses relate? To understand the context of the formative processes and the knowledge inherent in them, first we take the studies of Garcia (1999) and Tardif (2002) as a theoretical framework, and to understand and interpret the utterances of the interviewees, we were grounded in the writing of Bakhtin (2003), for whom the object of the Humanities, the sciences of man, is the text, since man is, by nature, an expressive being. We situate this study in the framework of qualitative research. It is a multiple case study that focuses on two contexts: formation of teachers of Portuguese at the University of Minho, Portugal, and the Federal University of Rio Grande do Norte, Brazil. The data that make up the research corpus come from documents elaborated by the Ministries of Education of Portugal and Brazil and were adopted by the two teacher formation institutions cited, from individual interviews involving eight trainer teachers (four from each university), and from two group-interviews (one in each institution), done with students in training. Our analysis is divided into three stages: first, document analysis; second, analysis of the discourse of the teachers in both contexts studied; and, third, analysis of the speech of the students in training. It is noteworthy that our purpose in this research was not to come out with a definition like being a teacher of Portuguese is X, but we are interested, above all, in discussing the issues surrounding initial formation, seeking different points of view, and hearing voices coming from different social positions for better understanding our object of study. Our analysis reveals that the initial formation of teachers of Portuguese, both in Portugal and Brazil, occurs in a complex way, under the influence of various factors, including: (a) difficulties in having the individuals involved adapt to the demands of regulatory agencies; (b) students and teachers adequacy to the organizational model of the post-secondary institution; (c) teachers difficulties to deal with the learning problems of students who have limited schooling basis and come from distinct socioeconomic realities; (d) a search for the establishment of methodologies for teaching and learning the Portuguese Language more adequate to reality; and (e) a search for a definition of professional knowledge needed for the teaching practice

O papel da leitura nas aulas de inglês: uma análise segundo a percepção dos professores do ensino médio de escolas públicas estaduais de Natal

This dissertation aims at investigating the teachers beliefs about the role of the reading ability in English at public state high schools in Natal and identifying the social value of the process of learning English for students of a foreign language. From the understanding of studies on reading, both in the field of Cognitive Psychology, as in Gibson & Levin (1975), as in the area of Psycholinguistics, as in Goodman (1970) and Del Re (2006), We researched the teachers perceptions about the skills and competencies that should permeate their educational practices, through their knowledge about theories of language acquisition as Cognitivism (Piaget, 1961) and Social Interactionism (Vygotsky, 1979) and the official documents (PCNEM, 1999; PCN+, 2002 ) that are the parameters for teaching a foreign language. We took into consideration other factors that influence the choice of the goals and the objectives to be worked out, such as: intensity of teachers workload, number of classes and students per class for each teacher, materials and technologies available, among other factors that will play an important role in the choice of the appropriate methodologies. To conduct a case study, two questionnaires were used in the construction of direct interviews with fourteen English teachers in twenty schools. According to data on the teachers beliefs we could find that for them the reading ability does not seem to have an special treatment in the teaching of a foreign language due to factors that undermine this process and therefore make teachers do not realize the real objectives of teaching English at public state high schools in Natal. As a consequence, the current process of education complicates the formation of autonomous learners capable of fighting for a social transformation

A linguagem da reflexão de uma professora de Língua Inglesa: um estudo de caso sob a perspectiva do sistema de avaliatividade

Research about teacher education, carried out in the area of Applied Linguistics (AL), reveals the importance of reflective practices in the professional development of teachers. With the aim of contributing to this area, we present this case study conducted at a technical school in Natal, RN. The corpus of the study is formed mainly from the teacher‟s discourse, generated during a stimulated recall session and the instruments used to collect the data: an initial questionnaire, a video recording of a class and the text transcript of the stimulated recall session. The central objective is to understand the way in which the reflection-on-action (SCHÖN, 1983, 1987) can contribute to raise the awareness of an English as a Foreign Language teacher (EFL) about her actions in the classroom. With this proposal, we begin our discussion presenting the origins, the presuppositions and characteristics of the concept of reflection according to Schön (1983, 1987), and supported by other authors (PERRENOUD, 2002; GÓMEZ, 1995; IMBERNÓN, 2009, among others); of critical reflection (LISTON e ZEICHNER, 1993; PIMENTA, 2002; DUTRA e MELLO, 2004, among others); and of the process of critical reflection (SMYTH, 1992). To evidence the reflections that emerge in the teacher‟s discourse, we found support in the theories and methods of Systemic Functional Grammar (SFG), which was initially proposed by Halliday (1985, 1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004) and followers, such as, Eggins (1994), Thompson (1996), among others. We focus mainly on the subsystem of Attitude, an integral component of the system of discourse resources, Appraisal, presented by Martin (2000), Martin and Rose (2003, 2007), Martin and White (2005). The results reveal that the actions of the teacher in the classroom reflect not only her professional experiences, but also her values and concepts about teaching/learning languages. The results also show the teacher‟s awareness of the need for changes in her practices. Faced with these findings, we believe that this study reveals important concepts that can direct teacher educators to rethink new ways of approaching teacher training courses. In addition, it also reveals the importance of discourse analysis based on a systemic functional approach.

Práticas de letramento digital de professores em formação: demandas, saberes e impactos

Over the last decades, the digital inclusion public policies have significantly invested in the purchase of hardwares and softwares in order to offer technology to the Brazilian public teaching institutions, specifically computers and broadband Internet. However, the teachers education to handle these artefacts is put away, even though there is some demand from the information society. With that, this dissertation chooses as an object of study the digital literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education by means of the extension course Literacies and technologies: portuguese language teaching and cyberculture demands. In this direction, we aim at investigating the digital literacy practices of developing teachers in three specific moments: before, while and after this extension action with the intent to (i) delineate the digital literacy practices performed by the collaborators before the formative action; (ii) to narrate the literacy events made possible by the extension course; (iii) to investigate the contributions of the education course to the collaborators teaching practice. We sought theoretical contributions in the literacy studies (BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000), specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and adopts a quali-quantitative research approach (NUNAN, 1992; DÖRNYEI, 2006). The data analysis permitted to evidentiate that (i) before the course, the digital literacy practices focused on the personal and academic dimensions of their realities at the expense of the professional dimension; (ii) during the extension action, the teachers collaboratively took part in the hybrid study sessions, which had a pedagogical focus on the use of ICTs, accomplishing the use of digital literacy practices - unknown before that; (iii) after the course, the attitude of the collaborator teachers concerning the use of ICTs on their regular professional basis had changed, once those teachers started to effectively make use of them, promoting social visibility to what was produced in the school. We also observed that teachers in initial education acted as more experienced peers in collaborative learning process, offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in continuous education. This occurred because of the undergraduates actualize digital literacy practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY, 2001)

Eensino de língua portuguesa: da formação do professor à sala de aula

La reflexión crítica sobre la escuela y los quehaceres docentes ha favorecido la producción y la sistematización de nuevos saberes basados en fundamentos científicos, principalmente sobre las prácticas pedagógicas. En la enseñanza de Lengua Portuguesa, las investigaciones buscan comprender lo qué y cómo se enseña y se aprende durante la escolarización. En esa perspectiva, realizamos un estudio sobre la formación del profesor de Lengua Portuguesa y sus implicaciones en la clase, buscando observar la actuación de los alumnos-maestros en el contexto escolar, durante la realización de las Prácticas. Para tanto, elegimos como objetivo general, investigar cómo la carrera de Filología de la UFRN/CERES/Campus de Currais Novos promovía la formación de futuros profesores para atender a las expectativas de las políticas públicas para la enseñanza de Lengua Materna. Como referencial teórico, estudiamos los PCN, el proyecto político pedagógico de la carrera y autores del área de enseñanza de Lengua Portuguesa y de Educación, entre ellos, Geraldi (1996), Travaglia (1996, 2003), Antunes (2003, 2007, 2009 y 2010), Lomas (2003), Figueiredo (2005), Marcuschi (2001, 2008), Oliveira (2010), Riolfi et al. (2008), Possenti (2003), Alarcão (1996, 2001) Imbernón (2011), Pimenta y Lima (2010) y Schön (1993). El estudio está situado en el ámbito de la Lingüística Aplicada y se caracteriza como investigación cualitativa de naturaleza interpretativista, a partir de un abordaje de inspiración etnográfica del ambiente de las Prácticas. En los resultados constatamos que los alumnos-maestros privilegian la enseñanza prescriptiva, fundamentado en una concepción de lengua como sistema, direccionando la enseñanza de la lengua para la dirección contraria al abordaje funcionalista (lengua / uso), distanciándose considerablemente de la propuesta de formar un alumno crítico y agente de transformación. Respecto a la visión de los alumnos-maestros sobre la carrera, fueron listadas algunas cuestiones relevantes, entre ellas, los contenidos que hacen parte de la carrera, la distribución de la carga horaria de los componentes curriculares, la revisión de las ementas, la oferta de asignaturas de inclusión social, la reorganización de las actividades de la práctica en relación al acompañamiento y orientación a los alumnos-maestros y, especialmente, la desarticulación teoría / práctica que fue considerada como responsable por muchas de las dificultades encontradas por los referidos alumnos en la fase de regencia de clase en la enseñanza de Lengua Portuguesa en los niveles de enseñanza fundamental y media. De ese modo, a partir del análisis de estos significados construidos por los alumnos-maestros sobre el proceso de formación en esa carrera de Letras, constatamos la necesidad de una revisión del proyecto de la carrera, pues éste presenta esas fragilidades que necesitan ser analizadas en función de la mejoría de la calidad de la enseñanza de la graduación

Análise de testes de proficiência em língua inglesa: subsídios à elaboração de um exame para professores de inglês no Brasil

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

A formação inicial do professor de línguas no e para o contexto virtual e a construção de comunidades de prática

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

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

Pós-graduação em Estudos Linguísticos - IBILCE

Um estudo sobre a proposta para formação continuada de professores de leitura e escrita no Programa Pró-Letramento: 2005-2009

Pós-graduação em Educação - FFC

As percepções de professores de espanhol sobre seu processo de formação contínua em contexto de uso de tecnologias

Pós-graduação em Estudos Linguísticos - IBILCE

O ensino de línguas próximas (português e espanhol) em diferentes contextos (sala de aula e teletandem): contribuições para a formação inicial do professor de línguas

Neste artigo, temos por objetivo apresentar resultados parciais de um projeto de pesquisa institucional em Linguística Aplicada, no qual se busca compreender como ocorre a prática inicial docente em contextos diversamente configurados de ensino/aprendizagem de língua estrangeira (presencial e virtual), bem como de que maneira esses contextos podem se favorecer mutuamente e favorecer a formação reflexiva e crítica do professor de línguas, em/para um mundo contemporâneo. É possível perceber a atitude reflexiva de uma professora de língua estrangeira em formação inicial, especialmente quanto a ensinar e aprender línguas tipologicamente próximas como o português e o espanhol. Os resultados indicam que a experiência de vivenciar a dinâmica de um contexto didático convencional de ensino de línguas (sala de aula), ao lado da experiência de ensinar sua língua materna em um contexto de configurações didáticas inovadoras (teletandem), foi especialmente importante para a formação crítica da futura professora de línguas e para a conscientização sobre a prática de ensinar línguas irmãs em tempos de inovação tecnológica.

A (re)construção da prática pedagógica de professores de língua inglesa

This papaer's main objective is to discuss partial data collected for an ongoing reserch wich aims at investigating the pedagogical pratice (re) construction process in Teaching Pratice as part of a pre-service teacher education course.