Para além da leitura linear: uma contribuição ao processo de compreensão

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Lematização verbal em juruna: discussões lexicográficas

The production of a dictionary always generates controversy about decisions to be taken by the lexicographer. They are based – a priori – in previous theoretical and methodological choices. What we mean by dictionary? Why making certain choices rather than others? How to reconcile (if there is a reconciliation) the different approaches to describe the lexicon? The objective here is to contribute with theoretical and methodological reflections related to the Juruna Lexicography (Yudjá), as well as for lexicographical studies camp. This text addresses critical points of dictionaries production processes – if we may so call it – the history of the act of making a dictionary, so we can discuss choices to be taken to the entries of verbs in the Juruna-Portuguese bilingual dictionary assembly provided as a long term project result, in which some collaborators are working, including community’s indigenous. The work contains sections that will raise historical and linguistic discussions about the compilation of a dictionary and how this act binds to the applicability for the subjects that use this instrument firming / mobilizer of the lexicon visions. The focus here will be to discuss the verbs entries in the Juruna dictionary (stemming), taking lexicographical history as a contributor to certain choices of dictionaries production nowadays, whether for mother tongue, for foreign language, specialized lexicons, semantic groups, and systematizations for languages that are starting/beginning a first publication of dictionaries

Práticas dialógicas em sala de aula: condição fundante do sujeito letrado

This research intend to situate the process of literacy as a practice interlocutive acquisition of written language, through which students interact with each other and the teacher, and through these interactions are constituted as a subject of dialogue and history. So he had as an aim to investigate through the key concepts of dialogism Bakhtin and discourse analysis, the possibilities of teaching and learning of reading and writing, using language in use, showing the dialogical practices in order to demonstrate that the verbal interactions that result from the actual discursive situations, actually originated in the classroom, from working with the genre can guide the teaching of reading and writing and its social use. Therefore, I base this research on the methodological framework of literature and field. This takes place in view of observed teaching practice related to the early years of literacy and, therefore, to investigate such activities are carried out that reading and writing during the teaching of mother tongue, as are utilized practices of orality and literacy in room classroom and, even if the teacher makes use of this type of language for the acquisition of written language. The results of analysis of data collected by the instruments used, namely, questionnaires, systematic observation and textual production of the students, point to the fact that the literacy teaching practices, classroom researched are far from forming a student literate because the fact of the teachers surveyed knew not the key content for teaching the language, means that they will lead to literacy, from the point of view of language as a monologic process.

O ensino de história e geografia nos anos iniciais numa rede municipal de ensino: um estudo de caso

The present research aims to identify conceptions that teachers and students of the early years have in relation to the disciplines of history and geography. The site chosen for the survey was a municipal school in the city of Lençóis Paulista, in São Paulo. The work's theme was chosen after observing a minimization of the teaching of the contents of the above-mentioned disciplines at the expense of mathematical content and mother tongue. In addition, there were difficulties arising from the standardization of education , such as teaching network uses material apostilled . The survey data , together with literature review was conducted with students and teachers in the early years who participated in a semistructured interview . Authors like Callai (1999 and 2005), Cavalcanti (2005 and 1998) and Burke (1992) theoretically supports the research . They have in common a new conception of education that values the small deeds that result in major events. The student, in this view, plays an important role as a subject of social transformation. The research has favored both the analysis of the conceptions of teachers and students, assisting in reflection on teaching practices, but also led to reflect on the training of teachers. The research shows us that the type of material used and the practice adopted may impair the access of students to the language of nature and society

A formação pré-serviço do professor de língua estrangeira em curso de licenciatura: crenças e reflexões em experiências de estágio supervisionado em diferentes contextos (sala de aula e teletandem)

This article aims to show the results of an institutional research in Applied Linguistics, which tries to comprehend how the initial teaching practice occurs in diversely figured contexts of foreign language teaching-learning (on-site and virtual), as well as how such contexts may mutually favor and encourage reflective and critical training of the language teacher in/for a contemporary world. It´s possible to notice a reflective attitude of four Brazilian foreign language (Spanish, English and Italian) teachers in initial training, especially regarding some aspects related to the teaching-learning languages process, such as roles of the participants; relevance of meaningful interaction; engaged cultures; teaching of a foreign language and mother tongue teaching as foreign one; teaching and learning typologically similar languages; constitution of the place to learn-teachIt´s possible to notice a reflective attitude of four Brazilian foreign language (English, Italian and Spanish) teachers in pre-service education, especially about some aspects of language teaching and learning process, such as the role of the participants; the relevance of significant interactions; the involved cultures; the teaching of a foreign language and the teaching of the mother tongue as a foreign language; the teaching of similar languages as Portuguese and Spanish; and the constitution of the place of teaching and learning languages. The results indicate that the experience of experiencing the dynamics of a conventional didactic context of language teaching (classroom), alongside to the experience of teaching and learning in a context of virtual educational settings (teletandem), it was especially important for the critical training of the future language teachers and to the awareness about the practice of teaching languages in times of technological innovation.

Resolução de problemas e linguagem em EJA

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

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.

Conflitos no diálogo eu-outro em contexto de Tandem português e espanhol

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Contribuições da pedagogia histórico-crítica para o ensino da geometria no ciclo de alfabetização

Pós-graduação em Docência para a Educação Básica - FC

Baixo desempenho e enriquecimento da interação: propostas de Feuerstein e mediação da aprendizagem

This text is the result of a larger study into the role of the mother tongue in the construction of school knowledge, with a view to promoting gains in the performance of teenagers. The three objectives in this particular paper are: (1) to address Feuerstein's ideas, how the mother tongue interrelates with specific content, and the management of pedagogical interaction; (2) to illustrate enriched interaction during interventions by the researcher; and (3) to point out that supervised internship actions may help underachieving students. This is done in light of an interpretive analysis of the specialized literature, course books, reports and notes concerning interventions with students, and video and audio recordings. The analysis of interactions and student output following the researcher's interventions reveals increased awareness and change regarding school knowledge and how speaking/writing about specific content may enhance their performance in the completion of pedagogical tasks.

O gênero tira em materiais didáticos

Pós-graduação em Letras - FCLAR

Concepção de produção de texto na escola: os reflexos no ensino da língua materna na sala do 5º ano do Ensino Fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Literacy Practices in and out of School in Karagwe : the Case of Primary School Literacy in Rural Tanzania

This study has investigated the question of relation between literacy practices in and out of school in rural Tanzania. By using the perspective of linguistic anthropology, literacy practices in five villages in Karagwe district in the northwest of Tanzania have been analysed. The outcome may be used as a basis for educational planning and literacy programs. The analysis has revealed an intimate relation between language, literacy and power. In Karagwe, traditional élites have drawn on literacy to construct and reconstruct their authority, while new élites, such as individual women and some young people have been able to use literacy as one tool to get access to power. The study has also revealed a high level of bilingualism and a high emphasis on education in the area, which prove a potential for future education in the area. At the same time discontinuity in language use, mainly caused by stigmatisation of what is perceived as local and traditional, such as the mother-tongue of the majority of the children, and the high status accrued to all that is perceived as Western, has turned out to constitute a great obstacle for pupils’ learning. The use of ethnographic perspectives has enabled comparisons between interactional patterns in schools and outside school. This has revealed communicative patterns in school that hinder pupils’ learning, while the same patterns in other discourses reinforce learning. By using ethnography, relations between explicit and implicit language ideologies and their impact in educational contexts may be revealed. This knowledge may then be used to make educational plans and literacy programmes more relevant and efficient, not only in poor post-colonial settings such as Tanzania, but also elsewhere, such as in Western settings.

Una rigorosa libertà. Musica e pedagogia nell’apprendimento del linguaggio

Quel che Steiner e molti altri criticano alla lingua contemporanea è il fatto di conformarsi troppo facilmente ai dettami della scienza e della società odierna, svuotando le parole del loro senso e della loro bellezza. Ciò che la scienza e la società in generale tendono a dimenticare, infatti, è che la lingua è composta di parole, fonemi, suoni. La tesi si articola in due Sezioni: una Premessa pedagogica e una Premessa antropologica. La Premessa pedagogica si compone di un solo capitolo, nel quale metteremo a confronto due metodi apparentemente molto diversi tra loro ma che, in realtà, trovano un loro accordo. Si tratta di Jean Piaget e Maria Montessori: del primo affronteremo opere quali Lo strutturalismo e L’epistemologia genetica dal punto di vista dell’acquisizione dei processi cognitivi, focalizzandoci soprattutto sull’apprendimento del linguaggio; della seconda sottolineeremo gli approcci educativi tenuti al fine di un apprendimento linguistico che non risenta di traumi ma che sia fondato su basi scientifiche. Introdurremo il ruolo della musica nei piani didattici e l’importanza di assegnarle una funzione più precisa e determinante. La Premessa antropologica si compone di due capitoli, entrambi dedicati alla musica. Nel Capitolo I parleremo della musicoterapia, un tipo di approccio fondato sul potere comunicativo della musica al fine di ripristinare la comunicazione verbale come è comunemente intesa. Nel Capitolo II, infine, parleremo del Mother Tongue Method introdotto da Shinichi Suzuki e ancora oggi riconosciuto in tutto il mondo. Si tratta di una metodologia che vuole rendere la musica parte delle vite degli individui tanto spontaneamente quanto il linguaggio. La musica diventa, dunque, uno strumento utile a formare i bambini sin da piccoli perché possano affrontare ogni ambito della loro vita con fermezza e abilità.

Lo sviluppo linguistico (L1): L'acquisizione degli articoli nei bambini italiani e spagnoli

This project focuses on the acquisition of Italian and Spanish as mother tongues. Chapter 1 explores some of the main theories concerning language acquisition in order to give a general overview about this field of investigation. Chapter 2 presents the main steps of the acquisition of Italian and Spanish during childhood as described by Camaioni (2001) and Hernández Pina (1990). Chapter 3 contains an analysis carried out on several transcripts of natural conversations between children and their parents. Particular attention was paid to understand how Italian and Spanish children acquire definite and indefinite articles between 18 and 30 months of age. The goal of this paper is to understand whether Italian and Spanish children follow the same pattern of language acquisition when articles are considered, given the undoubtable similarity of these two Romance languages. The results of this study suggest that the acquisition of articles by native Italian and Spanish speakers mirrors such similarity. Yet, Spanish children seem faster at learning new uses of articles (i.e. articulated prepositions), but at first they make many more mistakes compared to Italians. This suggests that Spanish children tend to make experiments with the linguistic items they already know in order to increase their linguistic competences. On the other hand, Italians seem slower at learning new features of their mother tongue, but the number of mistakes they make is generally lower, which suggests that they rather stabilize their competences before learning new ones. The analysis also highlights the importance of imitation in the process of language acquisition: children tend to repeat what they hear from their parents to learn new features of their mother tongue. Needless to say, this paper only aims at serving as a springboard for further investigation, since language acquisition remains a fascinating and largely unsolved process.