O modelo pedagógico das competências: gênese e apropriação na reforma da década de 1990

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Políticas públicas em educação e o ideário neoliberal e pós-moderno: a ciência geográfica como instrumento crítico de análise da conjuntura contemporânea

Pós-graduação em Educação Escolar - FCLAR

Atividade epilinguística e o ensino de língua materna: um exercício com a conjunção mas

Ce texte aborde l’importance de la recherche liée à l’activité é pilinguistique, entendue comme l’activité propre du langage dans le cadre de l’enseignement de la langue maternelle. Le concept d’activité épilinguistique adopté ici est celui de la Théorie des opérations prédicatives et énonciatives élaborée parle linguiste français Antoine Culioli. Dans le but de délimiter l’objet de la recherche et de présenter un modèle d’activité applicable en salle de classe, nous avons choisi d’étudier la conjonction de coordination et d’opposition mas (mais, en français), comprise comme un marqueur lexico - grammatical. L’exercice a été proposé à une classe de septième année (la 5 ème du système français) du collège d’État Dr. Joaquim Batista, dans la ville de Jaboticabal, au Brésil. Dans le cadre de ce travail sur l’activité épilingui stique, les apprenants ont eu l’opportunité d’observer les divers contextes d’occurrence de ce marqueur, mais aussi de comprendre que les mots ne sont pas dotés d’une signification statique. En outre, ce travail a permis aux apprenants de construire leur propre connaissance et d’élaborer une grammaire plus opérationnelle et pertinente.

Por uma teoria da expectativa

The aim of this paper is to show a cognitive semantic investigation on the idea of expectation, defined as a mental construct which organizes the thinking and works as specific motivation in the process of communication. Expectation is an idea that may be created in the speaker's or in the listener's mind. It may be verbalized or not. Its semantic information may not be realized in real life, bringing frustration to communication. This study of expectation suggested that it is useful to have a theory to explain what other approaches left over. The working methodology focused in the gathering of data related to the phenomenon and the procedures to explain them inside a cognitive approach. The utterances are directly dependent of how the mind words. Therefore, studying speech we can have an access to people's mind. The idea of expectation may be interpreted under different traditional semantic labels. However, there are some peculiarities that can be explained only by a cognitive approach to language. We find words and phrases in the languages which reveal the presence of an expectation, such as "I think that...", "there has been an expectation about..." All answers are expected to fulfill an expectation. This investigation brought evidence that the mental expectation is essential to the act of communication. Therefore, the study of expectation in languages and in people's mind is important for the researches on cognitive semantics.

A interação na sala de aula de língua estrangeira

The world we have been living in has adopted competition as the way for surviving in it, especially due to the capitalism and consumer habits. In this research speaking English is considered one of these differentiations, i.e., distinguishing individuals a unique people. In addition, it is expected that by using this language, among other things, people could have access to: education, a better job and a higher quality of life. However, the process of learning a foreign language is very complex caused by many features that are involved in it, e.g. the impossibility to dissociate language, culture and society. Moreover, it was contemplated if from this language learning, it would be possible to build social and ideological relations as well as personal identities. The most applicable conclusion of this research is the requisite of making students aware of the process for an effective foreign language learning. As a consequence, the context and social, cultural, and ideological characteristics that are part of the mother tongue society must be taken into consideration in the same way as the foreign language society.

Violência simbólica contra educandos transmitida historicamente pela cultura dominante

The aim of this study is to conduct a reflective analysis of violence symbolic in the light of the specific case of ideology. For its realization as we starting point the participant observation in classrooms of elementary school. In this process selected two cases (from many observed) that have become emblematic in the production of this work, which brought elements of evident symbolic violence experienced by students. The schoolis part of a social system and ideological and historically constructed in its place there are many cases of students victims of this violence, which reveals the need for this issue to receive the appropriate attention. Remember that you need to understand the deeper aspects of violence practiced on a symbolic way which creates a culture that camouflages violent ideology behind.

Expresividad poética y traducción con breve lectura de Fedro I. 1

The term poetic expressiveness refers to the multiple joints of the plan of expression, derived from the expressive value of the linguistic sign (ROSSET: 1970, 135) and its particular role in the field of poetry. The features of meaning, such as projection, elevation and salience, make it possible to consider expressive all poetic statements which constitute particularly dense instances in the formal consolidation of a convergence between the two planes (expression/content), and therefore it stands out from the others due to the high density of structural parallelisms and isomorphisms, which are procedures responsible for the impression that a particular form of content can only be expressed by cutting that same specific form of expression out. These considerations have an immediate impact on the reading, interpretation and practice of translating poems, which is intended to be demonstrated here, through an example of translation of a Phaedrus' fable, written in iambic meter.

Vozes do desterro: a Literatura de Exílio alemã em seus periódicos e na obra de Anna Seghers

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Aprendizagem da escrita por meio de jogos e brincadeiras: relação entre o desenvolvimento do simbolismo e os mecanismos da escrita

Written language is a form of communication between humans and, as is not acquired naturally, needs educational interventions systematized to be learned. However, the teaching of writing is still mechanically imposed on the student, and could make use of other features such as games and plays. As a result, this research we analyze the writing development of phases, the psychic functions present in its development and the construction of a paradigm games and games that can be used as auxiliary tools in the teaching of writing. We describe the operation of each and identify how they can be used in the classroom. The survey was conducted through a qualitative approach of empirical type. The data concluded that these instruments are not used in class and often writing has no social relevance for the child. We also conclude that some usage scenarios of play occurred among children, are not used for didactic purposes as an example of sign-symbol relationship by teachers to teach writing

A crença religiosa sob a perspectiva semiótica de Peirce

Current paper presents the relationships between beliefs, specifically religious ones, and the Peirce’s theory of interpretants. It is assumed that religious belief emphasizes the emotional aspect of faithful, preventing criticism and change of habit. According to the author, the nature of cognition is contrary to the determination of this kind of belief since it is based on the method and fallibility of hypotheses. It is not enough for the method to deduce its consequences but seeks the inductive verification of their results in the long run and through the community of beings who thinks through signs. The problem of religious belief is the acceptance of a transcendent world and intuition which guides behavior. The vague idea of God is not submitted to scientific hypotheses but, engendered by religious systems, it creates signs whose emotional appeal is evident, redirecting it to its own target principles. Therefore, is repeats the success achieved in the past by dogmas, which were effective to appease the anguish of the believer and reproduce order. Knowledge should not have any boundaries because it is grounded on the method and cognition of reality.