Navegando por Assunto "Language teaching"

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Acesso aberto (Open Access)
Construção de glossário como mediação da escrita de alunos do campo
(Universidade Federal do Pará, 2019-08-29) BORGES, Helena do Socorro Damasceno Palheta; LIMA, Alcides Fernandes de; http://lattes.cnpq.br/2565242209879834
This work aims to treat about the reading and writing issues of the students of Escola do Campo. As main objective this research intent to describe the central problems about the write and the reading of this students and also set up an didactic pedagogical proposal to guidance this reality. As it is known, the reading and writing activities involves some socio cognitive complex process and claims some abilities domains (equally complex) which achieve and develop through linguistic practice what increase the conceptualization and verbalization of the world. Those linguistic practices involve, for example, the observation and reflection about the things in the world, the textual production (oral and write), the rewriting and the discursive re-elaboration, the synthetization and development of themed topics, also the metalinguistic reflection. Therefore, this work presents an intervention proposal based on Pesquisa-ação (cf.THIOLLENT, 2008) and on Educational Sociolinguistic (cf. BORTONI-RICARDO, 2004, 2008, 2014), which uses as strategy the elaboration of a glossary specialized in agricultural activities terms in the Escola do Campo. This research and intervention were developed along with the sixth and seventh year students of the Brazilian school system organization, in the Escola Municipal Agrícola de Barcarena-PA, and has the following methodological steps: (i) Diagnostic observation; (ii) Identification and analysis of the writing issues; (iii) The results presentation; (iv) Production process of the texts based on the entry genre; (v) Elaboration of the catalog forms; (vi) Gathering and data selection; and (vii) Organization of an illustrated glossary containing 301 terms of the agricultural activities of the Escola, which one was the purpose of this intervention and which will work as didactic material in this same school.
Acesso aberto (Open Access)
Inovar, criar e narrar: ensino e aprendizagem intercultural Warao
(Universidade Federal do Pará, 2023-08-25) LAMEIRA, Natália Conceição; LUCIO, Elizabeth Orofino; http://lattes.cnpq.br/9802121543478378; https://orcid.org/0000-0002-3446-5530
In teaching the Warao language, Spanish and Portuguese, encounters, affections, biographies, experiences, and creativity come together to establish a new narrative with the purpose and meaning of bringing the Warao language to life. Our river of experience led us to the conclusion that the dissertation would be navigated through an innovative methodology - The Narrative -, by LUCIO (2020). This investigation therefore took place in a dimension where water intertwined with a fictional character who was to serve as a link between the fictional and authorial narratives developed with the proposed discussion to portray an autobiographical and formative experience. There are discussions and dialogues included regarding the university's role in social struggles, its importance in establishing affirmative policies, questioning the university's role in teaching Pan-Amazon languages, and learning in training environments, what intercultural teaching is, what it is for, and how to use it for training that breaks chains, resistance to cultural extinction. In the area of language in higher education, a collection of narratives of subjects, bodies, and stories that occupy and constitute the university space. Consequently, educational products and by-products are suggested that can assist Warao intercultural teaching and learning. The research was developed during the professional master's degree in Criatividade e Inovação em Metodologias de Ensino Superior (PPGCIMES), within the research area Inovações Metodológicas do Ensino Superior (INOVAMES). The dissertation included theoretical support from Viñas (2004) who discusses the definition of culture and intangible cultural heritage, experience from Larrosa (2014), experience and transformation, and narrative research from Clandinin and Connelly (2011). In addition to the discussion towards creativity of Mihaly Csikssentmihalyi (1999) and Pascale (2005), liberating education by Paulo Freire (1997), Discursive Genres Bakhtin (1997), Language by Bakhtin (1997) and Geraldi (1996), Teacher Training in Cyberspace Lévy (2000) among others that complement the theoretical narrative and methods of this dissertation. The researcher has opened herself to the experience that narrative research provides and highlighted the feelings and impressions of those who allowed themselves to be touched and transformed through the creative process described.