Uma an��lise do grau comparativo nos materiais did��ticos de língua inglesa via teoria das opera����es predicativas e enunciativas

P��s-gradua����o em Lingu��stica e Língua Portuguesa - FCLAR

A (re)constru����o da pr��tica pedag��gica 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.

O potencial da m��sica como recurso motivador na aula de língua inglesa da rede p��blica

The aim of this study was to verify the potential of music as a pedagogical resource in the English class of a public school. The results confirmed that it is possible to motivate students through the use of songs.

Variantes motivacionais de professores de língua Inglesa em um curso de forma����o inicial

This paper aims at discussing the relevance of student-teachers��� motivational variants in an English as a Foreign Language Teacher Education course whose syllabus proposes, since the beginning of the program, the development of students��� proficiency in the target language aligned to EFL teacher education theories. In addition, this study also intends to comprehend how this course structure has been developed, verifying how prospective teachers react towards its proposal. Results indicated relevant aspects related to motivation, since from all participants, many declared their interest in following the teaching career while others revealed interest in developing their English language skills, which indicates that both needs and expectations of these groups seemed to be attained, favoring their motivation to language learning and teaching.

Artefatos ou instrumentos no M��tier do professor de língua inglesa da rede p��blica: recursos tecnol��gicos e o agir docente nos textos de instru����o ao s��sia

P��s-gradua����o em Lingu��stica e Língua Portuguesa - FCLAR

Uma an��lise do ensino de língua inglesa por meio do uso das Tecnologias Digitais da Informa����o e Comunica����o

P��s-gradua����o em Educa����o - FFC

Identifica����o e an��lise do vocabul��rio acad��mico em língua inglesa presente em textos acad��mico-cient��ficos

P��s-gradua����o em Estudos Lingu��sticos - IBILCE

O desenvolvimento de capacidades de linguagem para a forma����o de leitores em língua inglesa: uma an��lise dos Cadernos do ensino m��dio da rede p��blica de S��o Paulo

P��s-gradua����o em Estudos Lingu��sticos - IBILCE

Cart��es de sauda����es em língua inglesa: uma pr��tica de letramento em an��lise

This research aims at studying the use of greeting cards, here understood as a literacy practice widely used in American society of the United States. In American culture, these cards become sources of information and memory about people���s cycles of life, their experiences and their bonds of sociability enabled by means of the senses that the image and the word comprise. The main purpose of this work is to describe how this literacy practice occurs in American society. Theoretically, this research is based on studies of literacy (BARTON, HAMILTON, 1998; BAYHAM, 1995; HAMILTON, 2000; STREET, 1981, 1984, 1985, 1993, 2003), the contributions of social semiotics, associated with systemic-functional grammar (HALLIDAY; HASAN 1978, 1985, HALLIDAY, 1994, HALLIDAY; MATTHIESSEN, 2004), and the grammar of visual design (KRESS; LEITE-GARCIA, VAN LEEUWEN, 1997, 2004, 2006; KRESS; MATTHIESSEN, 2004). Methodologically, it is a study that falls within the qualitative paradigm of interpretative character, which adopts ethnographic tools in data generation. From this perspective, it makes use of ���looking and asking��� techniques (ERICKSON, 1986, p. 119), complemented by the technique of "registering", proposed by Paz (2008). The corpus comprises 104 printed cards, provided by users of this cultural artifact, from which we selected 24, and 11 e-cards, extracted from the internet, as well as verbalizations obtained by applying a questionnaire prepared with open questions asked in order to gather information about the perceptions and actions of these cards users with respect to this literacy practice. Data analysis reveals cultural, economic and social aspects of this practice and the belief that literacy practice of using printed greeting cards, despite the existence of virtual alternatives, is still very fruitful in American society. The study also allows users to comprehend that the cardholders position themselves and construct identities that are expressed in verbal and visual interaction in order to achieve the desired effect. As a result, it is understood that greeting cards are not unintentional, but loaded with ideology and power relations, among other aspects that are constitutive of them.

Cren��as e experi��ncias de professores no PIBID de Língua Inglesa : intera����o e ressignifica����o?

There are diverse studies about beliefs in Applied Linguistics since 1970 or so (BARCELOS, 2004), especially beliefs about teaching and learning Foreign Languages. The research about beliefs and experiences of English language teachers, who take part in a program of teaching incentive (Pibid), and, therefore, are immersed in public schools for elementary education, is relevant, once the (ac)knowledgment of these beliefs related to their teaching and learning experiences allows these teachers to reflect about the aspects that involve their teaching practice and their role as teachers of English language. The present work aims to investigate the interaction of beliefs and experiences related to foreign language teaching and learning of teachers who are participants of Pibid, in the subproject of English Language at the Federal University of Uberl��ndia (UFU), in 2013. The objective is to identify the beliefs and experiences about teaching and learning that the pre-service teachers (PI), the coordinator teacher (PF) and the supervisor teachers (PS) of the program show and how their beliefs and experiences influence each other and can or cannot be redefined. This is a qualitative and interpretative master���s research, in which I analized one narrative of each PI, one interview of PF and another of each PS, and, also, two meetings ��� the first between the PF and the PIs, and the second between all the participants in the subproject. All the data was collected at the end of their participation in Pibid, approximately one year and six months later. Therefore, I raised some beliefs and experiences about English language teaching and learning present in the teachers��� discourse and analized excerpts in their speech that evidenced the interaction with other participants and its influence to the formation, confirmation, demystification and redefinition of their beliefs. The results of this analysis bring elements that may help the constant reflection of university teachers, teachers in practice and pre-service teachers about the aspects that involve the teaching experiences in public schools.

O conceito de motiva����o em dizeres de professores de língua inglesa

This work aimed at analyzing the speeches constructed about motivation by English teachers who teach at public state schools in the interior of Minas Gerais. We aimed at delineating the concept of subject underlying the subjects��� notion of motivation and identifying the role that the English teacher attributes to himself and to the student when he/she enunciates on motivational issues, problematizing the possible consequences of these issues for some English teachers while working in public schools. In order to do so, our investigation made use of theoretical assumptions from Applied Linguistics and Discourse Analysis. The theoretical fundamentation deriving from Bakhtin Circle as well as from Michel Pecheux���s theoretical basis were also very relevant for this research. The intersection of these studying fields entails a theoretical construction that considers the voices of those who live the social practice (MOITA LOPES, 2006), which allows one to see the subjects through their heterogeneity, fluidity and fragmentation. Moreover, it generates knowledge about language in its political, ideological, social and historical aspects. AREDA (SERRANI, 1998) was used as a theoretical and methodological framework for data collection. In our analysis, we considered the voices and the conditions of production that constitute 5 English teachers and, from some selected speeches extracted from their discursive production, some notions as intra and interdiscourse, discursive resonance, discursive memory, among others, can be seen interwoven. We hypothesize that the production of meaning deriving from these English teachers comes from a cleavage between the interdiscursivity about motivation and their position in relation to the English language. Some of these teachers��� discursive inscriptions were delineated as they follow: i) the silenced motivation, in which the teachers come up with several voices, repeating what that has already been said about motivation through silence by excess; also, through an inscription in a process of anomy, the English teachers silence motivation, as they come up with other sayings, in an anomic order, denying their identification with their mother tongue and culture because of a desire to learn the foreign language and culture; ii) the motivation in/from/ by others that resounds, in the way the teachers speak, a relation of alterity on what, in/from desire of other relations (colleagues, students, teaching materials, media, etc.), other forms and alternatives are established as a guarantee of students��� motivation; the teachers are also inscripted in in-service practice training as a space of educational development, because they imagine that the experience of the in-service practice alone, which excludes the educational instruction from the Languages course in which they graduated/were graduating at, taught them how to motivate the students; iii) the motivation as a will of power/knowledge, which means there seems to be teachers��� inscription in the relationship between power and knowledge (Foucault, 1996), disconsidering the conflicts that constitute the English classroom to say that there is a control of the English teaching and learning process and, as a result, they also sustain that they hold control over how to motivate; furthermore, the presence of a resonant voice, whose effect is given by an inscription on the (illusion of) completeness can be seen, because the English teachers believe that while motivating their students, this motivation will provide them with all the missing elements, which would mean that when they motivate students, they would be able to fulfill all the gaps in their learning process.

A compet��ncia global na aula de língua inglesa : como preparar os alunos para viver e agir no mundo atual?

Este estudo teve como principais objetivos compreender os efeitos de um projeto de educa����o global nos conhecimentos, capacidades e atitudes de um grupo de alunos portugueses do 11.�� ano, bem como compreender as potencialidades da aula de língua inglesa no ��mbito de uma educa����o promotora da participa����o ativa numa sociedade globalizada. Tratando-se de um estudo de tipo investiga����o-a����o, ancorado no paradigma socio-cr��tico, foram recolhidos dados atrav��s de question��rios, aplicados aos alunos antes e ap��s o projeto de interven����o, de grava����es v��deo de quatro sess��es de educa����o global e de uma entrevista realizada �� professora cooperante. Recorreu-se ainda �� recolha documental de trabalhos dos alunos, bem como do Programa de Ingl��s (continua����o) dos 10.��, 11.�� e 12.�� anos. A an��lise dos dados recolhidos, efetuada segundo diferentes m��todos e instrumentos, permitiu concluir que o projeto de educa����o global teve efeitos mais significativos no desenvolvimento dos conhecimentos dos alunos, sobretudo relacionados com problemas globais espec��ficos, tendo estes compreendido que o que acontece em outros locais tem relev��ncia na vida de cada um. O estudo permitiu ainda verificar que as aulas de língua inglesa s��o o espa��o ideal para se trabalhar a educa����o global, funcionando como uma porta aberta para outras línguas, culturas e mundivis��es. Estes resultados sugerem que �� poss��vel e necess��rio promover o desenvolvimento da compet��ncia global na aula de línguas, mobilizando e incorporando saberes e recursos que valorizem capacidades de trabalho colaborativo, de comunica����o e de resolu����o de problemas, bem como atitudes de respeito pelos Outros, imprescind��veis para o exerc��cio da cidadania e para desafiar as injusti��as e desigualdades que nos rodeiam.

Teachers thinking together: novas tecnologias aplicadas �� forma����o continuada de professores de língua inglesa

Acompanha: Teachers thinking together: novas tecnologias aplicadas �� forma����o continuada de professores de língua inglesa