Artigos Científicos - FALE/ILC
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Item Acesso aberto (Open Access) Nem só de conceitos vivem as transformações: equívocos em torno da avaliação formativa no ensino/aprendizagem de línguas(Universidade Federal do Pará, 2006) CUNHA, Myriam Crestian Chaves daThe purpose of this article is to present how in the learning and teaching of Portuguese as a mother tongue the concept of formative evaluation becomes meaningless when used as a magic wand to transform practices while neglecting the analysis of epistemological foundations and didactic consequences of the corresponding representations. In order to prove the legitimacy of a real regulative evaluation in the development of discursive competences, this article also examines misinterpretations motivated by the fetishizing of the concept such as the presumed interdependency of evaluative practices, the qualitative aspect of evaluative objects and also the continuous and processual aspect of evaluative practices.Item Acesso aberto (Open Access) Pergunta-resposta: como o par dialógico constrói uma aula na alfabetização(Universidade Federal do Pará, 2009) GOMES-SANTOS, Sandoval Nonato; MACEDO, Patrícia Sousa Almeida deThis paper have as main goal to analyze the dialogic unity QuestionAnswer, which is fundamental for speech organization, in the interactions kept into a literacy class, occurred in a singular school environment the dialogic pair is examined in relation to professional teacher gestures, in order to observe the teacher’s movement and his/her teaching style in the construction of this specific class. In the end, the focus on the questions is justified regardless the answers.Item Acesso aberto (Open Access) O professor no espelho: refletindo sobre a leitura de um relatório de estágio na graduação em letras(Universidade Federal do Pará, 2010) FAIRCHILD, Thomas MassaoIn this paper we defend that one of the main drawbacks in Portuguese first language teaching in Brazil is the teachers’ difficulty to sustain a specific discourse about their object of expertise, which in turn puts their professional status at stake. In order to revert this, we have been studying how a “professional teacher’s discourse” comes into being by analyzing pieces written by undergraduate students in Languages and Literature. We present here an analysis of an internship report based on the concept of “image” such as proposed by Pêcheux (1969). We discuss particularly writing procedures that favor the subject’s evading her own experience more than using it to build new knowledge. In this case, instead of using theoretical instruments, the subject clings to explanations that stand beside her object of analysis, moved by the need to conceal an image she sustains of herself as a teacher. The result is a construction that can hardly push towards any educational improvement, but rather preserves the layman character of her discourse.Item Acesso aberto (Open Access) Trajetórias de aprendizagem, aconselhamento linguageiro e teoria da complexidade(Universidade Federal do Pará, 2015-09) SILVA, Walkyria Alydia Grahl Passos Magno e; MATOS, Maria Clara Vianna Sá e; RABELO, Jhonatan Allan de AndradeSince the founding text linking complexity with foreign languages learning (LARSEN-FREEMAN, 1997), this theme has been present in researches in several countries. However, few studies reporting experiments described under this paradigm were published, explaining the success or failure in students´ trajectories. This text aims at showing how this can happen in language learners´ stories of TEFL undergraduates in a university in Northern Brazil. In language advising sessions, the authors, who are all advisors and researchers, identify bifurcation points, attractor basins, synergetic or entropic episodes in students´ trajectories. Results show how the interference of the advisor, as another agent in the system, can alter the learning process.