Portuguese Classes Research Articles

A autoria na composição verbovocovisual de minicontos multimodais a partir de selfies

http://dx.doi.org/10.5007/1984-8412.2016v13n3p1492Nosso objetivo deste trabalho é evidenciar como uma proposta didática e pedagógica que utiliza tecnologias digitais de informação e comunicação (TDIC) pode contribuir com a formação de autores de textos verbovocovisuais, produzidos na esfera literária e digital, em duas escolas públicas de educação básica. Tendo por base conceitos elaborados por Bakhtin e o Círculo, pretendemos também, por meio da análise de um miniconto multimodal, indicar critérios que favoreçam a compreensão das atitudes responsivas de estudantes em aulas de língua portuguesa. As discussões compiladas neste artigo indicam que as práticas escolares associadas às TDIC contribuem com as atividades de leitura e produção textual, além de estimular o protagonismo e o exercício da cidadania.

Antologia escolar brasileira do século XIX: a presença do autor no preâmbulo

http://dx.doi.org/10.5007/1984-8412.2016v13n3p1476O objetivo deste artigo é discutir como o autor do Iris Classico, uma Antologia Escolar do Século XIX, dialoga no preâmbulo da obra com seus interlocutores e, ao assumir um posicionamento valorativo, marca a sua presença. Seletas como essa constituíram as aulas de Português na segunda metade do Século XIX, quando passaram a ser adotadas nos programas de Português do Imperial Colégio de Pedro II, e uma delas foi o Iris Classico, adotado entre 1860 a 1869. Com essa investigação, entende-se como os estudos escolares do vernáculo eram desenvolvidos, além disso, é uma forma de observar quais valores sobre língua estão presentes na obra e são anunciados pelo gênero introdutório preâmbulo na fase de gestão da disciplina curricular de Português. Tendo como referencial teórico-metodológico Bakhtin e o Círculo (BAKHTIN, 2010, 2013; MEDVIÉDEV, 2012), assim como Haidar (2008) e Razzini (2000, 2002, 2010). Os resultados alcançados permitem enxergar que a interlocução, no gênero, acontece entre o autor e: o Estado, o Imperador; a escola, aluno e professor; e as correntes teóricas de sua contemporaneidade, os intelectuais. Para cada interlocutor, o autor tem um posicionamento valorativo, marcando assim sua presença.

Quantitative and qualitative assessment of the amorphous phase of a Class F fly ash dissolved during alkali activation reactions – Effect of mechanical activation, solution concentration and temperature

Abstract A detailed analysis of the effects of mechanical activation and temperature on the dissolution process of a Portuguese Class F fly ash was developed. The evolution of the silica and alumina dissolved and transferred to the aluminosilicate gel was characterised. Quantification of bulk vitreous mass was performed using X-ray diffraction, together with the identification of the most relevant amorphous phases dissolved. The breakage process is responsible for further modifications of the original particle than just the exposure of additional surface area and increased structural disorder. X-ray diffraction and Rietveld amorphous bulk quantification proved to be an inadequate methodology to quantify the effects of mechanical activation. Increasing dissolution temperature proved to be very effective in terms of bulk mass dissolved, with higher dissolution values after 16 h, at 80 °C, than after 90 days, at 20 °C. The semi empirical Avrami model was found to be satisfactorily fitted to the experimental data regarding the dissolution percentage as a function of time. Compressive strength evolution was found to be related to the release of amorphous bulk phases, and in particular to the transfer of aluminium into the aluminosilicate gel, throughout the entire curing period of 90 days.

The New Immigrants’ Generation in Portuguese Classes: disproportionate relationships and group-specific issues in academic development.

The New Immigrants’ Generation in Portuguese Classes: disproportionate relationships and group-specific issues in academic development.

O texto literário como veículo de diálogo intercultural no ensino/aprendizagem da língua portuguesa

Num mundo em que a diferença se tornou conflitiva, por várias razões, é imperativo apostar numa educação intercultural que fomente não apenas o contacto mas o diálogo com o outro. Neste artigo, pretendemos refletir sobre o modo como o diálogo entre culturas pode ser implementado no contexto do ensino/aprendizagem da língua portuguesa, a partir do texto literário. Baseámo-nos nas propostas teóricas de Abdallah-Pretceille (1996), relativamente à pedagogia intercultural, de Carlo (1998), para a definição de intercultural, e de Esteves (1991), para a reflexão sobre o papel do texto literário na aula de português.

Contribuições dos estudos bakhtinianos para a configuração da aula de português

Este artigo mobiliza conceitos da teoria dialógica da linguagem provenientes do Círculo Linguístico de Bakhtin, quais sejam: a “palavra”, o “enunciado”, os “gêneros do discurso”, o “cronótopo” e a “interação verbal”. Estes são explicitados concebendo a sala de aula como uma instituição social e a aula como um gênero discursivo, intercalado por outros gêneros. Aplicam-se tais conceitos a cenários naturais da sala de aula, na delimitação da aula de português, revelando a constituição etnográfica do processo de interação verbal e identificando os cronótopos da aula. Conclui-se que a compreensão da aula, a partir de tais concepções, auxilia na formação de professores reflexivos, capazes de analisar e transformar sua prática, tornando mais significativo para si e para os alunos o processo de ensino e aprendizagem da língua portuguesa.

O Latim como facilitador de aprendizagens transversais no Ensino Básico: uma proposta concreta de aproximação nas aulas de Português do 1º Ciclo

Learning Portuguese is, even for native speakers, a mission not always easy. In a context in which it appears that the study of Latin may gain new proportions even in Primary Education, this text has two main purposes. On the one hand, to reflect upon the benefits of learning Latin and the culture of ancient Rome from an early age; on the other, to submit a concrete proposal for teaching the Imperfect in 4th grade’s Portuguese classes. This working suggestion has, as its starting point, the concept of grammar workshop and the comparative study of Imperfect in Portuguese and Latin, because the author firmly believes that students will better assimilate rules and exceptions if they know their origin from the begining.

A AULA DE PORTUGUÊS: SOBRE VIVÊNCIAS (IN)FUNCIONAIS

Este artigo tematiza a aula Português, discutindo a educação linguística escolar para os usos sociais da escrita. Trata-se de uma abordagem – fundada em reflexões sobre (in)funcionalidade de Ponzio (2008-2009) – que objetiva responder à seguinte questão-problema: ‘Em se tratando de aulas de Português em classes de Educação Básica situadas em entornos de vulnerabilidade social, é possível ensaiar um processo de elaboração didática – no ensino dos usos sociais da escrita – que não se limite à funcionalidade?’ A base teórica é a filosofia da linguagem bakhtiniana, a antropologia da linguagem dos estudos do letramento e a psicologia da linguagem de fundamentação vigotskiana. Trata-se de um estudo de caso cujos dados foram gerados por meio de pesquisa documental em vivências do Programa Institucional de Iniciação à Docência – Pibid/Capes – e cuja análise tem base interpretativista. Os resultados sinalizam possibilidades de uma ação didática que, valendo-se da funcionalidade que caracteriza o aparelho escolar e as novas tecnologias, abra espaços à educação para o infuncional, para os usos da escrita em que a palavra não se rende à lógica do mercado global.

ANÁLISE DA INTERAÇÃO PROFESSOR-ALUNO EM AULAS TRADICIONAIS DE LÍNGUA PORTUGUESA

This paper presents research about teacher-student interaction aiming to know whether inclusive didactic gestures are used. It was observed that, despite the proposal changes in education, in many classes, the teacher still uses a didactic attitude with traditionalist behave. This result was reached by analyzing the interaction teacher-student guided by didactic gesture of a teacher in Portuguese classes, in a 7th grade, of a public school whose class there was a deaf student. This is a field research, of kind qualitative, developed by the lesson’s analysis that were videotaped. It was used like theoric conceptions of Goffman (1998) and Nascimento (2009). The identification and analisys of inclusive didactic gestures would make possible to development of strategies to the teacher makes her classes more dialogic and inclusive.

A produção de verdades acerca da gramática em práticas discursivas de professores de língua portuguesa

Neste trabalho apresentamos breves reflexões sobre a perspectiva dos docentes de um Curso de Especialização instados em uma das atividades realizadas, a discutirem as concepções de gramática que norteiam suas aulas de Língua Portuguesa Indagamos os professores sobre a forma de orientarem suas práticas frente à taxonomia gramatical que norteia as aulas de português. Objetivamos problematizar a concepção de gramática que constrói sentidos em suas práticas pedagógicas. Analisamos fragmentos de algumas das atividades solicitadas a esses professores e percebemos que, em seu dizer-fazer pedagógico, os docentes adotam tanto práticas originárias da gramática normativa quanto da perspectiva descritiva que orientam o ensino da gramática. Foi possível observar, nessa discursividade, outros posicionamentos que rompem com essa regularidade enunciativa e materializam uma concepção de gramática e de linguagem que privilegia atividades de uso efetivo da língua materna.

Gêneros discursivos na aula de português: a (não) formação do aluno produtor de enunciados

The theme of this article is the Portuguese class, focusing on factors that compromise students' formation as written text-statements producers in different discursive genres. The data was generated through an action research, with an ethnographic anchor, carried out in the Portuguese classes of a 1st-year high school class, in a state school situated in São José, Santa Catarina. The chronical genre was the main focus of the research. The analysis of the texts produced was done according to two main theoretical axes: Vigotski’s social-interactionist anchoring and Bakhtin’s concept of discursive genres. The results show the lack of appropriation of the chronicle genre by these students as reflected in the texts produced by them. This may point to the fact that the school have not been preparing students to be producers of written texts-statements.

Trabalhar com gêneros ou ensinar gramática? Entre a tradição e a inovação nas aulas de língua portuguesa

This paper presents a reflection based on the observation of two Portuguese classes of a 5th-grade class from a public elementary school in the Brazilian state of Rio Grande do Sul. Our aim is to analyze the teacher's actions and reactions towards student´s behavior and vice versa in two different moments: one traditional class and another classified as an innovative one. The ethnographic-based research is characterized by a qualitative-interpretive case study. We used several procedures to generate the data: audio and video recording and field notes taking. In the traditional class the teacher applies the exercises from a schoolbook, while in the other hand, in the innovative class she works with textual genres, creating an environment where students interact more spontaneously and more fruitfully, and construct knowledge together. In this moment, students were invited to participate actively in class, and their world knowledge was mobilized. This way of conducting a class seems to promote more effective learning of the Portuguese language.

CIENCIA OU DOGMA? O caso do livro do MEC e o ensino de língua portuguesa no Brasil

A polêmica gerada pela notícia de que o MEC estava distribuindo um livro de português que “ensinava a falar errado”, veiculada no mês de maio deste ano de 2011, na grande imprensa, colocou em debate na sociedade brasileira a questão do ensino de língua portuguesa. Nesse debate, aflorou a contradição entre os avanços alcançados em termos de políticas publicas de ensino de língua materna e o atraso que marca a visão hegemônica de língua na sociedade. Também ficou bastante clara no episódio a posição dos segmentos conservadores de que o estudo científico da língua não deveria fazer parte dos conteúdos da disciplina língua portuguesa, que deveria se restringir, assim, ao ensino da chamada “norma culta”. Dentro dessa visão, a escola deveria corrigir a fala do aluno, sobretudo do aluno proveniente das classes populares, para que esse aluno tivesse a possibilidade de ascender socialmente. Nesse contexto, o reconhecimento da diversidade da língua e da legitimidade de todas as suas variedades foi considerado prejudicial ao cumprimento do objetivo maior da escola. Este texto aborda algumas questões que estão subjacentes à polêmica, destacando: (i) o desconhecimento generalizado na sociedade em relação à realidade da língua; (ii) o problema da norma de referência linguística no Brasil, ou, simplesmente, norma padrão brasileira; (iii) a diferenças nos padrões de comportamento linguístico e na avaliação subjetiva da variação linguística entre os diversos segmentos sociais como reflexo das desigualdades históricas que caracterizam a sociedade brasileira; e (iii) os desafios do ensino de língua portuguesa numa sociedade democrática e pluralista.

Sex equity and physical activity levels in coeducational physical education: exploring the potential of modified game forms

Background: Physical education should promote an active and healthy lifestyle with an emphasis on students’ preparation for lifelong physical activity. Healthy People 2010 recommends that physical education is offered on a daily basis and that pupils engage in physical activities of moderate to vigorous intensity (MVPA) during at least 50% of lesson time. Purpose: The present study aimed at investigating the potential of modified game forms to promote sex equity in 13-year-old pupils’ physical activity engagement during coeducational lessons. A second purpose was to compare levels of MVPA between single-sex and coeducational classes with and without ability grouping. Methods: To provide evidence for transfer of results between countries, the study was conducted in Belgium and Portugal. The sample consisted of 221 students out of 12 Belgian and 12 Portuguese classes, including 104 Portuguese and 117 Belgian pupils, of whom 113 were boys and 108 were girls. Two classes were all-girls, two all-boys and eight coeducational. One identical invasion game lesson (korfball) was taught using modified game forms as a core part of the lesson. Variables such as class size and sex composition, court measurements, and the orientation of the physical education teacher were controlled for. Polar Heart Rate Monitors were used to register heart rates in order to measure physical activity levels. Time spent in MVPA was calculated using the following formula: MVPA = (number of heart-rate readings higher than 145 beats per minute x 15 seconds) / 60 seconds. Results: Results showed that the percentage of MVPA was significantly higher among girls (69.9%) when compared to boys (56.8%) and this was the case for all lesson contexts (coeducational and single sex). For pupils participating in the single-sex classes, 55.0% of the heart-rate recordings exceeded the threshold value for MVPA; for coeducational classes with and without ability grouping, percentages were significantly higher with values of 68.1% and 65.5% respectively. Conclusion: It can be concluded that using modified game forms with simplified rules has the potential as a coeducational instrument to produce MVPA levels that correspond with physical activity guidelines in both sexes, independently from lesson context. The findings of this study offer a promising means of, in particular, stimulating girls’ physical activity levels during physical education.

Ensinar a escrever no ensino médio: cadê a dissertação?

Visando a elucidar em que medida o aluno aprende a escrever uma dissertação na aula de língua portuguesa no ensino médio, analisamos 2.434 horas de aula previamente registradas em diário de campo e que foram ministradas de 2006 a 2008 em 61 escolas públicas na capital de São Paulo. A análise dos dados mostrou que a literatura foi o conteúdo privilegiado em metade das aulas, e a gramática, em um quarto delas. Apenas 15% do tempo foi utilizado para ensinar a escrever, preferencialmente o texto não dissertativo. Assim, a pesquisa constatou que o ensino da escrita do texto dissertativo vem sendo negligenciado. Apenas 6% do tempo das aulas de língua portuguesa foi dedicado à exposição das características desse tipo de texto, seguida da demanda de produção escrita. Os momentos dedicados à correção coletiva e à reescrita foram praticamente inexistentes e aqueles dedicados a fazer uma reflexão prévia à prática da escrita, raríssimos. Frente às repetidas denúncias dos graves problemas de escrita que se encontram nos textos dos egressos do ensino médio, incapazes de vencer as barreiras dos vestibulares das universidades públicas, fica um alerta para os formadores de professores e para os pesquisadores que se dedicam ao ensino da escrita.

Raising the achievement of Portuguese pupils in British schools: a case study of good practice

The aim of the research was to study the experiences of Portuguese heritage pupils in British schools. The main findings from empirical data suggest Portuguese children are underachieving at the end of primary education but the case study confirms that in good schools Portuguese pupils do well and have made huge improvements over the periods. The findings show that the case study schools have adopted a number of strategies to overcome some of the barriers to achievement including parental engagement, effective use of a more diverse workforce, developing an inclusive ethos and curriculum, effective English language support for Portuguese pupils, monitoring performance of Portuguese pupils and good and well‐coordinated targeted support through extensive use of teachers, teaching assistants, learning mentors and Portuguese classes. The study argues that the worryingly low‐achievement levels of many Portuguese pupils in British schools have been masked by Government statistics that fail to distinguish between European ethnic groups. Policy implications for all concerned with school improvement are highlighted in the final section.

A voz dos alunos na sala de aula: a prática da oratória

This paper is a summary of a Master’s dissertation and is related to a proposal of working with formal orality in the classroom. This proposal, called “Orality class”, involves a space in the Portuguese classes where students present, once a week, a theme (any one) in front of the class. Through my professional experience developing for years these classes with elementary school students during the Master’s degree, I investigated 5th grade students who participated in “orality classes”. The “classes” were analyzed trough the “conversation analysis” (Marcuschi, 1991). A growing development was found, because with every presentation the students showed more ease and took better care of their oral speech. It was also perceived that the school uses and demands from students the standard (linguistic) variant that is socially sanctioned, although it doesn’t create conditions for them to experience the formalization of oral language itself. The act talking in public is a challenge that can only be overcome if there are possibilities to render this practice operational, because real situations involving the use of formal oral language by students outside of the school environment are rare

Desafios para a abordagem da imprensa na escola

Este artigo aborda a apropriação da imprensa escrita pela escola brasileira, a partir de características de três campos complementares: as tendências políticas e teóricas relativas à formação de professores; os livros didáticos de Língua Portuguesa; e a experiência em sala de aula. Destaca as dificuldades, o caráter incipiente dessa tarefa, e a necessidade de uma ação política articulada para o tratamento da imprensa e dos meios de comunicação na escola.

Service-Learning: Taking Language Learning into the Real World

At the AATSP Annual Conference in Chicago in 2003, several service-learning practi tioners congregated following the last of several service-learning sessions. As they shared experiences, frustrations, ideas, goals, and excitement, the idea emerged to plan a workshop for Acapulco in 2004. The entire process was an organic outgrowth resulting from deep communication among the group of people who continued the dialogue throughout the year. By means of electronic communication, Richard Raschio, Gresilda Tilley-Lubbs, Ethel Jorge, and Silvia L?pez committed to presenting a workshop with two follow-up sessions that would allow the conversation to continue throughout the conference. As the four collaborated, they made and finalized the plans that evolved into the presentations that took place at the conference. It is necessary to include the emergence of the workshop and sessions in order to articulate the excitement that has been part of the growth of the service-learning movement in the AATSP. Beginning with the meeting in Brazil in 2002, faculty members representing a variety of academic situations from high school through higher education have continued to meet and brainstorm about how to include the community in their language classrooms. The excitement has increased as growing numbers of faculty members have decided to include service-learning in their Spanish and Portuguese classes. Each time service-learning practitioners meet, the final result of the meeting is to plan for the next time they can come together from various geographical locations to share ideas. The workshop and sessions described herein represent the fruits of the discussion begun in Chicago; the plans for New York 2005 included in the concluding statements represent the results of the conversation begun in Acapulco.

Brazil's mental health adventure.

This is an account of my trips to Brazil in 2001 where I worked on a series of mental health projects with Brazilian colleagues. I first got interested in Brazil after I graduated from college when I was a Peace Corps volunteer in Northeast Brazil (Bahia state). After I got out of the Peace Corps I moved to Rio de Janeiro and went to work for United Press International (UPI) in their Rio bureau. I was UPI foreign news correspondent for a year and a half. Those years in Brazil were probably the happiest years of my life. Later on, after I became ill in the U.S., my Brazilian connection played an important role in my recovery. Raised in a Victorian family in a small town in the Midwest, and schooled in a traditional boarding school for boys and then at an all men's college, Brazil's lively Latino culture served as a healthy antidote for my tendency to be reserved and often depressed. My contact with Brazilians and Brazilian culture always beckoned me on. I maintained contact with my friends in Brazil and they stuck by me through my illness years. What seemed like my emotional and intellectual "excess" to me, was easily accepted by my Brazilian friends. I felt much more myself interacting with Brazilians and connected to a larger sense of self I developed in Brazil. I traveled to Brazil at every opportunity and made friends with Brazilians I met in the States. I initiated Portuguese classes at John Carroll University in Cleveland, Ohio in the early 1990s and then was invited to teach Brazilian culture to undergraduates. These appointments and my own resilience moved me past one depression and a dysthymia condition and into the wider community. I regained my confidence as a teacher, a role I had before and during the years of my illness. From this position, I organized a club for Brazilian students studying in the Cleveland area. After this teaching stint, I felt ready to pursue full time employment and began a job search that would eventually land me in New Haven at the Connecticut Mental Health Center. Since 1997, I've spent my vacations traveling and working in Brazil as an Outside Consultant on mental health projects with colleagues in Rio and Sao Paulo. In my travels I've been befriended and supported by adherents of a social movement, not unlike the U.S. Civil Rights Movement, that has struggled for many years to close Brazil's long-term psychiatric hospitals, create community-based services and expand the rights of mental patients. Now I see my Brazilian connection as part of my ongoing recovery. I see myself as having the opportunity to be a link between the mental health worlds of the U.S. and Brazil. I believe the two countries have much to offer each other when it comes to mental health.