Estrat��gias de cortesia em língua espanhola: estudo de caso em f��rum online com participantes brasileiros

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Atitude lingu��stica e revitaliza����o da Língua Munduruk��: observa����es preliminares

Os Munduruk�� do Kwat��-Laranjal est��o inclu��dos na lista de comunidades ind��genas que apresentam a língua num processo de perigo iminente. A língua, que recebe o mesmo nome da etnia munduruk��, �� pertencente �� fam��lia munduruk��, do tronco tupi, a qual, antigamente, era falada por povos munduruk�� que habitavam os estados do Mato Grosso, Par�� e Amazonas, entretanto, a concentra����o maior de indiv��duos �� nos dois ��ltimos estados. O foco deste estudo est�� na comunidade ind��gena munduruk�� do Kwat��-Laranjal, no Estado do Amazonas, pois indiv��duos desta comunidade j�� n��o falam mais a língua nativa e por esse motivo manifestam o interesse revitalizar e fortalecer sua identidade e cultura. Assim, o Projeto desenvolvido pela Universidade Federal do Amazonas (UFAM), denominado Licenciatura Espec��fica para Forma����o de Professores Ind��genas/Turma Munduruk�� (AM/PA), al��m do objetivo de forma����o em n��vel superior, pretende tamb��m ser instrumento da revitaliza����o da língua munduruk�� em aulas com disciplinas espec��ficas da língua. �� nesse contexto, da licenciatura espec��fica para forma����o de professores ind��genas, que nossa pesquisa est�� inserida; objetivando verificar as atitudes lingu��sticas em rela����o �� língua original da comunidade ind��gena munduruk�� do Amazonas dentro do processo de revitaliza����o. Dessa forma, a metodologia adotada �� de cunho quantitativo e o corpus da pesquisa foi coletado a partir da realiza����o de entrevistas sistematizada por question��rio. Tal instrumento de pesquisa visa comparar os comportamentos dos alunos diante das línguas, portuguesa e munduruk��, com rela����o a: i) atitude cognitiva (conhecimento da língua); ii) atitude afetiva (prefer��ncia por uma ou outra língua); iii) atitude comportamental (uso lingu��stico habitual e transmiss��o da língua). Atitude ��, segundo Fern��ndez (1998, p. 181), ���a manifesta����o de prefer��ncias e conven����es sociais acerca do status e prest��gio de seus usu��rios���. Esta manifesta����o de prefer��ncia por uma língua ou variante lingu��stica de comunidades minorit��rias �� condicionada pelos grupos sociais de maior prest��gio (geralmente comunidades majorit��rias). Aqueles que det��m maior poder socioecon��mico ditam a pauta das atitudes lingu��sticas das comunidades de fala minorit��rias (AGUILERA, 2008). O interesse desta pesquisa centra-se na atitude que o povo munduruk�� do amazonas assume no uso da língua que aprenderam e na língua a que vir��o aprender como forma de resgate de sua identidade. Neste sentido, procurou-se entender como a atitude, positiva ou negativa; aceita����o ou rejei����o, e nos componentes cognitivos, afetivos e comportamentais pode determinar o futuro de um processo de revitaliza����o. Contudo, observa-se a contradi����o destes elementos na an��lise das entrevistas, onde os informantes manifestam interesses diferentes de suas a����es em rela����o �� língua que querem resgatar.

Forma����o de professores no contexto da (re)introdu����o da Língua portuguesa em Timor-Leste: da pol��mica ��s a����es t��ticas

A presente pesquisa investiga como os sujeitos envolvidos no processo de aprendizagem de Portugu��s no curso de forma����o de professores do Bacharelato emergencial em Ci��ncias Naturais, ofertado em Timor-Leste pela coopera����o brasileira no per��odo entre outubro/2009 e dezembro/2010, ���traduzem / interpretam��� o discurso de (re)introdu����o da língua portuguesa nesse pa��s. A pesquisa baseia-se em dados produzidos ou reconstitu��dos a partir de minha experi��ncia como professora do curso de forma����o de professores em língua portuguesa, atrav��s do ���Programa de Qualifica����o e ensino da Língua Portuguesa em Timor-Leste (PQLP)���, coordenado pela Funda����o CAPES. Para proceder �� discuss��o, tomo como ferramentas te��rico-metodol��gicas conceitos de Maingueneau (2008), especialmente os de ���interincompreens��o��� e ���simulacro���, como tamb��m os conceitos de ���estrat��gia��� e ���t��tica��� de Michel de Certeau (2012), que comp��em seu modelo polemol��gico das apropria����es culturais. As an��lises apontam que a maneira como cursistas e formador se apropriam do discurso da pol��tica de (re)introdu����o da língua portuguesa em Timor �� determinada por forma����es discursivas diferentes, e que a rela����o interdiscursiva estabelecida entre elas desencadeia o fen��meno da ���interincompreens��o���. Compreender como essas forma����es discursivas se traduzem mutuamente na sala de aula, dentro das atividades que a princ��pio se destinariam ao ensino e a aprendizagem do portugu��s, contribui para que se possa (re)definir as interven����es did��ticas das aulas de Portugu��s na forma����o de professores, assim como a pol��tica de (re)introdu����o do portugu��s em Timor-Leste. Defendemos que o ensinoaprendizagem do portugu��s, no contexto de Timor-Leste, precisa ser compreendido n��o apenas do ponto de vista did��tico, no que diz respeito �� constru����o e media����o de saberes entre alunos e professores, como tamb��m do ponto de vista ideol��gico, uma vez que nesse pa��s as propostas de forma����o atuais representam um projeto que pode conflitar com valores e cren��as existentes na sociedade a respeito do idioma portugu��s e da rela����o entre a escola e outras institui����es.

Uma contribui����o ao estudo do ensino de educa����o f��sica �� dist��ncia

P��s-gradua����o em Desenvolvimento Humano e Tecnologias - IBRC

A oralidade na sala de aula de língua inglesa de alunos ingressantes no curso de Letras: contribui����es para a forma����o do professor

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

Educandas do PEJA em conversas sobre a língua inglesa e sua influ��ncia no cotidiano

This paper was developed through literacy events (Barton, 2000) about English language, understood as a social practice of writing and reading. The subjects involved in this research were women, between forty and seventy years old, students of a Young and Adult Education Project (PEJA) that occurs at UNESP/Rio Claro, whose are looking forward to conclude basic school. We intended to see in their speeches reflections about the English language presence in our society and how they deal with this foreign language. Thus, we optimize this contact exposing those women to daily situations where English language was present. To foment dialog and ideas discussions, we brought to the classes common elements, materials such as street advertisements photos with words in English. We noticed that most students recognize the constant English presence and, even they never had formal English education, they were able to establish relations between the uses of English words in everyday Portuguese at most different spheres of life. And, at many times, foreign word comprehension is related to English words use instead of a native one leading to an English naturalization process in the Brazilians speeches world.

Aprendizagem da língua inglesa a partir de imagens cinematogr��ficas

N��o dispon��vel

O insumo lingu��stico oral em aulas de ingl��s como língua estrangeira para crian��as: a fala do professor em foco

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Contradi����es no uso de tecnologias em contexto de est��gio de um curso de Letras: o professor de ingl��s em forma����o inicial no ensino superior

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Escola t��cnicas agr��colas: um estudo sobre ensino de Matem��tica e forma����o de professores

The central focus of this paper is to establish that the Brazilian Education Programa to prepare professionals in Technical-Agricultural Schools is suffering a kind of marginalization which comes from two distinct perspectives: the intention to prepare professionals (being a branch of Technical Education) and the relationship to the countryside (a community space historically seen as peripheral in its relation to urban culture). The paper discusses ��� from a historical and sociological point of view and using Oral History as methodological approach ��� the experiences of Math���s teachers in their daily struggles against some conceptions of other teachers (mainly those of technical areas) and against all the ���regular��� schooling system.

Complexidade textual e progress��o escolar em dois registos : um estudo de correla����o baseado em um corpus quasi-longitudinal

Tese de doutoramento, Lingu��stica (Lingu��stica Educacional), Universidade de Lisboa, Faculdade de Letras, 2016

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.

Normaliza����o de dispositivos m��veis no processo de aprendizagem de ingl��s : um estudo �� luz da complexidade

We live in a world inherently influenced by technology and in which education is immersed in realities made possible by the support of digital technologies, such as electronic mobile devices. Thus, the general aim of this study lies in mapping and analysing the influence of mobile devices on teaching, especially with reference to learning the English language. The specific aims are to investigate how the use of mobile devices is present in the research participants��� practices, consider whether such use is beneficial, according to the students, to the English language learning as well as mapping how the use of mobile devices favours the normalisation stage, taken in this research as a complex process.The theoretical background of this study includes the premises of the Paradigm of Complexity, especially concerning the acquisition of a second language, as well as the precepts of Normalisation, which is related to the total integration of digital technologies into the English teaching and learning process in such a way that they become invisible, and the theories of language learning mediated by computers and mobile devices. Methodologically, this is an ethnographic qualitative research and its context is a language institute located in the Tri��ngulo Mineiro region. In addition to students from five groups in the institution, two teachers and an administrative assistant participated in the survey. Data was collected through an online questionnaire, learning reports produced by students and interviews with teachers and administrative staff. The analyses indicate that mobile devices are present in the daily practices of English learners, but these uses, in most cases, are carried out through the teacher's encouragement. Moreover, despite having positive sayings on the role of digital technologies in the process of English teaching and learning, there is, among students and teachers, a dichotomy between saying and doing about the learning contexts considered valid. Additionally, the use of mobile devices in the English learning process is not yet established as a normalised issue because the process of integration of technology in teaching is still ruled by traditional uses of the technology. I conclude that the use of mobile devices in the English learning process is still not normalised, because even if students use their mobile devices every day, they generally do not realize the affordances of such use as possibilities to learn English.

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.