Navegando por Assunto "Espanhol"

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Das telas para as narrativas transmidiáticas: uma proposta de ensino de língua espanhola na cibercultura
(Universidade Federal do Pará, 2022-07-29) REIS, Layane Aviz dos; LUCIO, Elizabeth Orofino; http://lattes.cnpq.br/9802121543478378; https://orcid.org/0000-0002-3446-5530
The present dissertation approaches on reflections on the teaching of Spanish Language in Cyberculture, which were based on a proposal for the teaching of Spanish language during the course entitled Frida Kahlo: from screens to transmedia narratives, situated in the Teaching area, in the line Research Methodological Innovations in Higher Education (INOVAMES), of the Postgraduate Course Creativity and Innovations in Higher Education Methodologies (PPGCIMES). In this narrative methodological perspective work (PRADO, SOLIGO, SIMAS, 2021) in three dimensions and in perspective: Firstly in the essay text, through the construction of a creative narrative, Frida Kahlo is sent to the 21st century and meets a young teacher -researcher facing the following question: in what aspects do activities involving cyberculture and language teaching contribute to the professional development of future Spanish Language teachers based on a creative proposal for training in cyberculture? Secondly, a course is built through the narrative methodology bringing Frida Kahlo, Pierre Lévy, Pablo Neruda, Jorge Luis Borges, Gabriel Garcia Marques as characters that will compose the second dimension of the creative narrative that is consolidated in the construction of the Frida Kahlo course: from screens to transmedia narratives. Finally, in the third dimension of the narrative, it continues with the theoretical contribution of Paulino and Maria (2010), Cosson (2016), Soares (2017), Costa and Moraes (2014), Lubart (2007), Barbosa (2014), Lévy (2014), 2000), Debald (2020), Geraldi (1996), Bakhtin (1993), among others. Concluding, in the third dimension of the narrative, the researcher meets with other students and teachers in training and, through the sharing of their narratives, investigates and narrates the teaching training processes, which corroborates the consolidation of the course based on creativity, innovation, cyberculture and foreign language teaching.
Acesso aberto (Open Access)
LIVRO-OBJETO: uma jornada criativa de Dom Quixote no uso de gêneros discursivos em espanhol
(Universidade Federal do Pará, 2021-08-05) MONTEIRO, Letícia Ribeiro; VAZ, Cristina Lúcia Dias; http://lattes.cnpq.br/5829728118120411
Encounters, affections, experience, and creativity, through the Spanish language, mark the beginning of a great adventure. In this narrative, Don Quixote, icon of world literature, embarks on a cartographic journey called: "Book-object: Don Quixote creative journey in the use of discursive genres in Spanish". In this journey, the illustrious nobleman seeks a creative experience to answer a question: would a book-object be a creative learning strategy in discursive genres through the Spanish language? To this end, he seeks not only answers but to enjoy the process through experience, in the sense of Larrosa (2014). Therefore, the cartographer Don Quixote creates a series of poetic entries and a fantastic tale, both in Spanish, and turns them respectively into a creative dictionary and object-book. Through cartographic methodology, we seek to follow the process in which the protagonist is inserted. Moreover, with his logbook, he has an attentive look and intervening actions, through his own narrative of his creative journey. These are the so-called clues of the cartographic method, according to Passos; Kastrup; Escóssia (2009), which will guide the investigative path, not to reach an end, but to experience the transformative experience of the process. Therefore, his assignments called "Beginning of a creative journey", "The journey towards the creative dictionary", and "The journey towards the book-object ", are cartographies of his active and creative learning in discursive genres through the Spanish foreign language. This process led to the production of two products: the first, a dictionary composed of 25 entries, illustrated with 25 works of art, and the second, a book-object, materialized from an authorial tale. It is also a reflection on active learning and being at the center of a learning process, according to Paulo Freire (1987), with the feeling of "making life worthwhile", according to Mihaly Csikszentmihalyi in Pascale (2005) and Donald Woods Winnicott (1975), which corroborates with Ivanir Fazenda's (2008) interdisciplinarity, besides discursive genres in Mikhailovitch Bakhtin's (1997) perspective. The cartographic investigation motivates, provokes affections and unforgettable experiences in those who participate, generating an authorial and motivating production. This motivation, burning in the chest of a foreign language learner, through discursive genres, art and creativity, provokes the feeling of living creatively.