A aplicabilidade do conceito de Projeto Didático de Gênero no ensino básico o gênero textual miniconto para as práticas de escrita em Língua Portuguesa

The Douglas Fir Group Framework as a Resource Map for Language Teacher Education

En el marco del interaccionismo sociodiscursivo (ISD), desde las referencias de Jakubinskij (1923/2018) y Voloshinov (1929/2009), los conceptos de diálogo y de género de la palabra conforman el punto de partida teórico para definir las formas de la interacción humana, de acuerdo con las propuestas teórico-metodológicas de Bronckart (1997; 2004; 2007) y de Schneuwly (1994). Como los géneros constituyen nuestro objeto de enseñanza son, en primer término, nuestro objeto de conocimiento. En el contexto latinoamericano, reconocemos los aportes teórico-prácticos de Marcuschi (2003) y de Machado (2009) que nos permiten discutir algunos aspectos centrales de las propuestas didácticas aplicadas. Por nuestra parte, en las investigaciones abordamos la relación entre el modelo didáctico y los géneros textuales de donde deriva, como una problemática central frente a la modelización de los géneros, la articulación entre las capacidades de lenguaje desarrolladas por los alumnos y las capacidades potenciales a desarrollar. La enseñanza de la lengua y la literatura desde los géneros textuales involucra, necesariamente, el desarrollo de las capacidades de lenguaje y la enseñanza de la gramática de las lenguas. En esta dirección, nuestro trayecto didáctico de uso, sentido y forma, enfoca la actividad de lenguaje de los géneros con los razonamientos que se realizan a través de los textos (como acciones de lenguaje) y de los tipos discursivos (como operaciones psicoverbales), para introducir la reflexión metalingüística.

Este artigo objetiva esclarecer a noção de modelo didático de gêneros textuais na perspectiva interacionista sociodiscursiva dos autores genebrinos da Didática de Línguas, um conceito primordial (mas ainda mal compreendido) para o entendimento do ensino de línguas por meio dos gêneros textuais, proposta pautada na tese vygotskiana de desenvolvimento humano. Para isso, recapitularemos o conceito tanto a partir dos autores da Universidade de Genebra quanto de outros autores brasileiros que se debruçaram sobre o tema.Palavras-chave: gêneros textuais e ensino de línguas, modelo didático de gêneros, capacidades de linguagem.

This exploratory study aims to investigate the attitudes and motivation of four English‐speaking students in two Portuguese public schools towards their Portuguese and English language classes. Our research revealed that that the needs of these students were not met in their Portuguese language classes nor their English language classes. This can be attributed to various factors, including traditional teaching methods and classroom environments that largely ignored the fact that foreign students were sharing the classroom.

This article develops a bibliographic review research, whose starting point is to know the difficulties encountered both in teaching and learning the Portuguese language in public schools in Brazil, taking into account especially the help of digital media for teaching practice, playfulness and knowledge provided to the student. From the study carried out, it was noted the different possibilities of using DTs (Digital Technologies) as an educational instrument in Portuguese language classes. The review was completed through readings of theoretical texts such as monographs, articles, books, thesis and bibliographic sites, aiming to raise questions that help identify obstacles to teaching the Portuguese language via technological support.

This work is a preliminary study based on a qualitative research strategy of an exploratory nature to ascertain whether Brazilian public schools had the adequate technological infrastructure to begin remote classes during the pandemic period in the second quarter of 2020. An analysis was made on the availability of internet access and also on equipment needed for remote classes in Brazilian public schools from datas by Cetic.br, CIEBE, and MEC/FNDE. Although the data from the analyzed sources are numerical, the research does not combine the quantitative data, but only interprets the information provided by the three institutions. The result indicates a lack of technological infrastructure, connectivity, and planning for disruptive technologies.

The study aims to discuss the guiding problem of the research Teaching Work and Health, and has as its outcome to analyze and identify the main causes of teacher leave, due to health problems. In view of this, the following problem arises: What educationallosses in the learning of Portuguese Language and Mathematics caused by the absence of teachers in 2 (two) schools of the state education network of Palmas -TO? With the objective of analyzing whether or not there are educational losses in the learning of Portuguese Language and Mathematics in 9th grade classes of elementary school, caused by the absence of teachers due to illness in the teaching practice in two schools of the state education network of Palmas, Tocantins, in the year 2025.What are the most common pathologies among teachers in this network? The focus of this study is to know the main causes of illness among teachers? What are the consequences for the teaching of Portuguese language and mathematics, caused by the absence of the respective teachers on leave due to illness? The study is based on qualitative research, bibliography and documentary analysis. The Project is justified insofar as it aims to meet the line of research Line 2: Methods and techniques of teaching and learning in basic education. Evidencing that each time the expression has been used to designate "the permanent effects of a negative nature that affect the teacher's personality as a result of the psychological conditions that the teaching work entails", thus producing a degenerative cycle of teaching effectiveness.Our proposal is to create didactic and instructional material. This document will serve as referential technical support for basic education professionals.

Este artigo objetiva mostrar como a produção de anúncios publicitários pode contribuir para: i) a exposição dos alunos à pluralidade tanto linguística quanto cultural que raramente encontramos em livros didáticos; ii) o desenvolvimento da capacidade de argumentação dos alunos, por meio dos recursos verbais e visuais que caracterizam esse gênero textual. Para tanto, mostraremos o estudo do ensino-aprendizagem de língua estrangeira através de uma sequência didática e da produção de textos pertencentes ao gênero textual anúncio publicitário por alunos de Francês como Língua Estrangeira (FLE). Daremos especial atenção à linguagem verbal e visual articuladas para o ensino do francês e às contribuições do gênero anúncio publicitário para a compreensão dos aspectos culturais e linguísticos veiculados nos textos. Para isso, apoiamo-nos no quadro teórico-metodológico do interacionismo sociodiscursivo (BRONCKART, 1999, 2003, 2006, 2008), no que se refere à compreensão do agir humano através da atividade de linguagem e na união das categorias da Gramática do Design Visual (KRESS e VAN LEEUWEN, 2006), para nos auxiliar na análise de textos visuais. Palavras-chaves: Gênero textual anúncio publicitário. Interacionismo sociodiscursivo. Gramática do Design Visual. Ensino-aprendizagem. FLE. Capacidade de argumentação.

This paper studies the need to integrate functional English language clinics to surmount the challenges of structurally-based curriculums and syllabuses of English language teaching and learning in Kaduna state Nigeria. It is true that there are various types of English language syllabuses used for teaching and learning especially at basic education as well as secondary and university levels. The paper consists of two objectives to determine the strength of the English language clinics and the extent to which teaching and learning the English language could be efficient enough among learners for effective communication. Two research questions were formulated to guide the conduct of this study. The research design adopted is a descriptive survey research design. The population of the study was made up of 23.535 basic education teachers of English in Kaduna state out of which a sample of 392 was drawn for the conduct of the study. The research questionnaire was developed by the researcher and was subsequently validated by a team of experts in the field of language education. The researcher used Cronbach Alpha to primarily determine a reliability coefficient of 0.84. Statistical Mean scores and standard deviation were used by the researcher to answer the two research questions. It was found that there are various syllabuses used in the English language teaching and learning in basic education in Kaduna state, but learners’ pressing needs and challenges are not taken into account by teachers through converting the classroom into clinics to diagnose challenges and offer solutions. The paper recommends the use of workshops to intimate teachers on the techniques for the integration of the principles of English language clinics in Kaduna state Nigeria.

Socio-discursive Interactionism (SDI) has offered a solid ground for inquiry in Applied Linguistics over the past decades, and it has enabled researchers to investigate different aspects of language teaching (BRONCKART, 2003; 2006; 2010; CRISTOVÃO; STUTZ, 2011; MAGALHÃES, CRISTOVÃO, 2018; among others). As English teachers, we claim that teaching this language can maintain or interrupt deeply forged social injustices (BRAGA; VÓVIO, 2015). Therefore, working from an SDI perspective implies the incentive to develop a critical conscience and awareness of textual and contextual features of the uses of language in a text. Therefore, this paper aims to present three studies from an SDI perspective that embraced similar themes and discuss how they converge in terms of their discussion on social vulnerability, social justice, and English teaching. We present some of the possibilities the SDI perspective poses for a language education that is socially responsible and encourages students to speak up. The results of the analysis show that there is fertile terrain for the development of Language Capacities (DOLZ; NOVERRAZ; SCHENEUWLY, 2004) when controversial issues such as social justice and social vulnerability are part of the activities designed for English teaching. Keywords: Social justice; social vulnerability; social projects; socio-discursive interactionism, English teaching.

This article focuses on English language teaching in Brazilian public schools, based on experiences in primary and secondary education, as well as in Teaching Practicum courses at a university. Through these experiences, the article critiques the overemphasis on grammar and the lack of an intercultural approach. The author engages the reader with a theoretical discussion regarding the connection between language and culture and the possibilities for the implementation of intercultural principles. The article closes with some reflections on what intercultural language learning looks like in practice.

Recent years was seen an incremental amount of mobile learning experiments for the purpose of implementing mobile ICTs into mainstream education. However, the adoption of mobile learning in basic education - primary and secondary schools, is still disappointingly slow, rather than exponential. This case study portrays a unique and novel education concept derived from the Chinese mobile learning industry, in which Noah Education Holding Co., Ltd (Noah) acts as a premier provider of mobile learning services and devices. In China, mobile learning has already formed a booming market. In 2008, six million educational electronic devices are predicted to be sold which digital learning devices (DLDs) appear to be leading the trend. Astonishingly, these devices are not mobile phones and the vast majority of them can't even connect to wireless networks. However, they embrace a wide range of new technologies and are widely accepted by students and teachers in particular. As a result, the success of Noah challenges the popular understanding of mobile learning and offers an alternative to implement mobile ICTs into the basic education.

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Este trabalho é parte de uma pesquisa de doutoramento cujo objetivo geral consiste em investigar se e em que medida acontece o desenvolvimento de professores de Língua Inglesa da Rede Pública do Estado do Paraná ao participarem de uma Sequência de Formação - SF, alicerçada nos pressupostos teórico-metodológicos do Interacionismo Sociodiscursivo - ISD, no ensino de línguas por meio de gêneros de texto e no procedimento Sequência Didática - SD. Neste artigo, traçamos um paralelo entre a SD elaborada por uma professora participante da SF e as dimensões ensináveis do gênero de texto infográfico, com vistas a analisar como se deu o processo de transposição didática externa do referido gênero e quais indícios de desenvolvimento podem ser percebidos nesse processo de produção docente. Os resultados destacam a importância de que o professor conheça profundamente o gênero de texto com o qual irá trabalhar, para que possa realizar adequadamente o processo de transposição didática. Para tanto, o modelo didático do gênero, bem como a SD com a qual irá conduzir o processo de ensino e aprendizagem são elementos mediadores que podem colaborar com esse processo de entendimento do professor, especialmente, quando ele mesmo os elabora. Essa ação de elaboração de material didático, em nosso caso a SD, sendo constitutiva de um processo mais amplo de formação – a SF pode contribuir para a criação de novas zonas de desenvolvimento proximal no professor participante – fator essencial rumo ao desenvolvimento profissional do docente.

This study aimed to investigate possible contributions of Computational Thinking for the Teaching and Learning Portuguese Language in Basic Education. Interventions were carried out in the teaching of Portuguese Language content through didactic sequences that included the association of the subject to Computer Science. The data collected, through focus groups, interviews and diaries were evaluated qualitatively based on the literature. Based on the results obtained, there are indications that the integration between the Computational Thinking skills and the indexes explored during the Portuguese Language classes is possible and that they are integrated in teaching and learning.