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Que língua os materiais didáticos de português como língua estrangeira ensinam? 葡萄牙语作为外语的教材教什么语言?
Q3 Arts and Humanities Pub Date : 2021-09-01 DOI: 10.1590/1984-6398202117188
Ana Paula Huback
Resumo Neste artigo, analisa-se que modelo de língua, dentro do continuum entre fala e escrita, é apresentado nos livros didáticos de português como língua estrangeira (PLE). Selecionamos cinco livros didáticos e observamos como eles apresentam os seguintes temas: pronomes oblíquos, pronomes demonstrativos, pronomes pessoais retos, pronúncia do verbo estar e preposição para. Observou-se que a maioria dos materiais adota a norma padrão como parâmetro para os conteúdos. Variantes mais informais da língua são negligenciadas, mesmo quando os exercícios simulam conversas informais. A situação de comunicação em que os falantes se encontram também não é considerada. Questiona-se se a língua padrão é o parâmetro de ensino mais adequado para promover o letramento de alunos de PLE e sua inserção em um ambiente informal no Brasil. Apresentam-se, também, sugestões de tópicos de língua falada que podem ser incorporados ao ensino de PLE.
摘要本文分析了在葡萄牙语作为外语的教科书中,在口语和写作的连续统一体中,出现了什么样的语言模式。我们选择了五本教材,观察它们是如何呈现以下主题的:斜代词、指示代词、直人称代词、动词的发音和介词para。据观察,大多数材料采用标准作为内容的参数。更非正式的语言变体被忽略了,即使练习模拟非正式的对话。说话者所处的交流环境也不被考虑在内。在巴西,标准语言是否是促进PLE学生读写能力和融入非正式环境的最合适的教学参数是值得怀疑的。它还提出了口语主题的建议,可以纳入PLE教学。
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引用次数: 0
Nos (não) limites da palavra: movências do modo escrito de enunciação 我们(非)词的限制:书面表达方式的运动
Q3 Arts and Humanities Pub Date : 2021-09-01 DOI: 10.1590/1984-6398202116591
Cristiane Carneiro Capristano
Resumo Este artigo expõe resultados de pesquisa cujo objetivo geral foi entender o que representava para a aquisição da escrita o aparecimento de segmentações não convencionais, resultantes de combinações entre separações e junções não previstas de palavras, em enunciados escritos por crianças. Especificamente, buscou-se compreender como essas segmentações funcionavam e descrever a emergência delas na primeira etapa do ensino fundamental (EF). O material foi constituído por 3.129 enunciados escritos, nos quais foram identificadas 321 segmentações, analisadas qualitativa e quantitativamente. A análise quantitativa permitiu verificar que essas segmentações são características do primeiro ciclo do EF. Por meio da análise qualitativa, averiguou-se que essas segmentações têm funcionamento complexo, resultante de um jogo entre irrupção e interrupção de práticas orais e letradas.
这篇文章介绍了一项研究的结果,其总体目标是了解是什么代表了写作的习得——在儿童写的话语中,非常规分割的出现,是由单词的分离和不可预见的连接之间的组合引起的。具体来说,我们试图了解这些细分是如何运作的,并描述它们在小学第一阶段的出现。该材料由3129份书面陈述组成,其中321个分段被识别、定性和定量分析。定量分析可以验证这些分割是PE第一周期的特征。通过定性分析,我们发现这些细分具有复杂的功能,这是口语和识字实践爆发和中断之间的游戏造成的。
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引用次数: 0
Eu não sou trapaceiro(a): a produção de REA para Letramentos Críticos e Competência Simbólica 我不是骗子:批判性素养和象征能力的REA生产
Q3 Arts and Humanities Pub Date : 2021-05-14 DOI: 10.1590/1984-6398202116278
A. Beviláqua, Rafael Vetromille-Castro, V. Leffa
RESUMO Neste artigo, relatamos uma investigação sobre a produção de Recursos Educacionais Abertos (REA) nas perspectivas dos Letramentos Críticos (LC) e da Competência Simbólica (CS). Primeiramente, discutimos a relevância dos LC e da CS para o contexto da educação linguística, mais especificamente no que tange à produção de REA; em seguida, descrevemos alguns princípios teórico-metodológicos dos LC e da CS que podem servir de parâmetro para produção de REA; finalmente, demonstramos de que modo tais princípios podem ser aplicados à produção de tais materiais. O artigo demonstra de que forma os princípios teórico-metodológicos dos LC e da CS podem ser aplicados à produção de REA, oferecendo subsídios para que os(as) educadores(as) linguísticos(as) possam produzir materiais de ensino nas perspectivas em questão.
摘要本文从批判素养和象征能力的角度对开放教育资源的生产进行了研究。首先,我们讨论了LC和CS在语言教育语境中的相关性,更具体地说,在REA的产生方面;然后,我们描述了LC和CS的一些理论和方法原则,可以作为REA生产的参数;最后,我们展示了如何将这些原则应用于这些材料的生产。本文展示了LC和CS的理论和方法原则如何应用于oer的生产,为语言教育者提供补贴,以生产有关的视角的教学材料。
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引用次数: 0
Learning to Unlearn, and then Relearn: Thinking about Teacher Education within the COVID-19 Pandemic Crisis 学会忘记,然后重新学习:在2019冠状病毒病大流行危机中思考教师教育
Q3 Arts and Humanities Pub Date : 2021-04-01 DOI: 10.1590/1984-6398202117277
Alessandra Coutinho Fernandes, S. Gattolin
ABSTRACT For decades now, in the context of teacher education, we have been discussing the importance of paying attention to the fast and profound changes both in society and in people’s personal lives, as a consequence of the widespread use of new digital technologies. Yet, not much has changed in schools, where traditional teaching still rules. Students continue to be more knowledge consumers than active knowledge producers; besides, the use of technology for educational purposes remains as either a threat or an unattainable goal. However, the COVID-19 pandemic has compelled educational institutions to rethink the role of technology in education. In this article, we comment on the crisis that has struck higher education and how it has set our institutions and ourselves, as professors and teacher educators, into a deep process of rethinking our past practices and reimagining our future.
摘要几十年来,在教师教育的背景下,我们一直在讨论关注新数字技术的广泛使用所带来的社会和人们个人生活的快速而深刻的变化的重要性。然而,在传统教学仍占主导地位的学校里,变化并不大。学生仍然是更多的知识消费者,而不是积极的知识生产者;此外,将技术用于教育目的仍然是一种威胁或无法实现的目标。然而,新冠肺炎疫情迫使教育机构重新思考技术在教育中的作用。在这篇文章中,我们评论了冲击高等教育的危机,以及它如何使我们的机构和我们自己,作为教授和教师教育者,进入一个深刻的过程,重新思考我们过去的做法,重新构想我们的未来。
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引用次数: 3
Implicated Literacies: Life Begetting Life in Linguistic Education 隐含的文学:语言教育中生命的产生
Q3 Arts and Humanities Pub Date : 2021-04-01 DOI: 10.1590/1984-6398202117950
Simone Batista da Silva
ABSTRACT We are almost 8 billion people to live, eat and survive on the only inhabitable planet, yet few of us care for environmental issues. Our relationship with the Nature, in general, has been one of exploitation and spoliation, following the anthropocentric modern narrative that prioritizes an egocentric mindset. The outcomes are deprivation, scarcity, depletion of natural organisms, destruction of the space as a whole. Anchored in decolonial and transdisciplinary studies, this text ponders on the consequences of the Eurocentric narratives, claims the need of collectively building a different narrative, and advocates in favor of implicated literacies, a pedagogy for language teaching that understands that “life on Earth implicates life”, and encourages the improvement of environmental and social relations in a broader conception of sustainability.
摘要我们有近80亿人口在这个唯一可居住的星球上生活、吃饭和生存,但我们中很少有人关心环境问题。总的来说,我们和大自然的关系是剥削和掠夺,遵循以人类为中心的现代叙事,优先考虑以自我为中心的心态。其结果是剥夺、匮乏、自然生物的枯竭、整个空间的破坏。本文以非殖民化和跨学科研究为基础,思考了以欧洲为中心的叙事的后果,声称有必要集体构建一种不同的叙事,并主张支持隐含文学,一种理解“地球上的生命隐含生命”的语言教学学,并鼓励在更广泛的可持续性概念中改善环境和社会关系。
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引用次数: 0
Pre-Service Teacher Education in Times of Crisis 危机时期的职前教师教育
Q3 Arts and Humanities Pub Date : 2021-04-01 DOI: 10.1590/1984-6398202117316
A. Nascimento, Maria Amália Vargas Façanha, Marlene de Almeida Augusto de Souza
ABSTRACT No doubt, this is a time of crisis. The impact of COVID-19 on people’s lives is tremendous. The pandemic affects human beings in different ways, depending on their place in society, but everybody is somehow affected: in finances, emotions, behaviors, to mention a few. The same is true about education. Institutions, teachers and learners are pushed to debates and changes never considered, which raise a number of uncertainties. Motivated by discussions the authors took part in as teacher educators, a documentary research was conducted, focusing on national and local documents published due to the pandemic. Based on the data collected, in this article we aim at discussing their possible implications for teacher education.
摘要毫无疑问,这是一个危机时刻。新冠肺炎对人们生活的影响是巨大的。疫情以不同的方式影响着人类,这取决于他们在社会中的地位,但每个人都受到了某种程度的影响:财务、情绪、行为等等。教育也是如此。机构、教师和学习者被迫进行从未考虑过的辩论和变革,这引发了许多不确定性。在作者作为教师教育工作者参与的讨论的激励下,进行了一项纪录片研究,重点关注因疫情而发表的国家和地方文件。基于收集到的数据,本文旨在讨论它们对教师教育的可能影响。
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引用次数: 0
Critical Literacy with (Freire) and for the Other (Levinas): Ethics/Social Justice as Enigmatic Becoming 与(弗莱雷)和为他者(列维纳斯)的批判性素养:道德/社会正义作为神秘的形成
Q3 Arts and Humanities Pub Date : 2021-04-01 DOI: 10.1590/1984-6398202117392
N. Takaki
ABSTRACT One of the key features of critical literacy is the concern with the human and non-human collective other in vulnerable social condition. The obstruction for disenfranchised communities, local language policy goals, exacerbating social inequities and violence seems never-ending. Much before the pandemic times, one side of society had been forcing unprivileged and disempowered communities to struggle for alternative ways to go on playing the game of life. To this end, innovative, participative and ethical education which places the self as responsible for the radical other, frequently an enemy, (LEVINAS, 2007) might enhance learning, unlearning and relearning. I conclude that such a perspective might expand the exercise of critical literacy (FREIRE, 2005), a condition to minimize the impacts of the crises in contemporary society. This research is part of my ongoing project entitled Linguistic-Cultural Education, Language Teaching, Technologies and productive Social Justice in Dilemmatic Times and it is linked to the National Project of Teacher Education1 through the theories of Critical Literacies, Multilteracies, New Literacies, coordinated by Walkyria Monte Mór and Lynn Mario Trindade Menezes de Souza. Following a bibliographic interpretive research methodology, this work comprises two moments. In the first one, it presents a brief outline of the already one with and for the other in contemporary scenario of online/offline learning, intertwined with the current educational Brazilian situation, going beyond (post)pandemic times, as life-long learning (ALHEIT, 2018). The second moment seeks to theorize on the contributions of Freire (2005), Levinas (1991, 1994, 2000, 2007, 2008, 2014) and Braidotti (2006, 2018, 2019) with more details on the second, bearing in mind the Levinasian ethics is apparently less approached in the applied field of linguistics and also due to the scope of this article.
批判性素养的一个重要特征是关注弱势社会条件下的人类和非人类集体他者。对被剥夺公民权的社区、当地语言政策目标、加剧的社会不平等和暴力的阻碍似乎永无止境。早在大流行时期之前,社会的一方就一直在迫使没有特权和被剥夺权力的社区努力寻找继续玩生活游戏的其他方式。为此,创新的、参与性的和道德的教育将自我置于对激进的他者(通常是敌人)负责的位置(LEVINAS, 2007)可能会促进学习、忘却和再学习。我的结论是,这种观点可能会扩大批判性素养的练习(FREIRE, 2005),这是将当代社会危机的影响降到最低的条件。这项研究是我正在进行的名为“困境时代的语言文化教育、语言教学、技术和富有成效的社会正义”的项目的一部分,它通过Walkyria Monte Mór和Lynn Mario Trindade Menezes de Souza协调的批判性文学、多元文化、新文学理论与国家教师教育项目联系在一起。遵循书目解释研究方法,这项工作包括两个时刻。在第一篇文章中,它简要概述了在线/离线学习的当代情景中已经存在的和为另一个人存在的情况,与巴西当前的教育状况交织在一起,超越(后)大流行时期,作为终身学习(ALHEIT, 2018)。第二个时刻试图对Freire (2005), Levinas(1991, 1994, 2000, 2007, 2008, 2014)和Braidotti(2006, 2018, 2019)的贡献进行理论化,并在第二个时刻提供更多细节,记住Levinasian伦理学在语言学应用领域显然较少接触,也是由于本文的范围。
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引用次数: 3
Language, Literacy, and Education in Times of Crises: ‘Introductory’ Notes 危机时期的语言、读写能力和教育:“导论”笔记
Q3 Arts and Humanities Pub Date : 2021-04-01 DOI: 10.1590/1984-6398202118256
A. Duboc, D. Ferraz
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引用次数: 1
Education in Brazil: A Discussion of Current Problems and a Call to Action 巴西的教育:当前问题的讨论和行动呼吁
Q3 Arts and Humanities Pub Date : 2021-04-01 DOI: 10.1590/1984-6398202117982
L. Jucá, Andréa Machado de Almeida Mattos
ABSTRACT In this text, we try to address several issues that have been long hindering Brazilian Education. Since the promulgation of the so-called Citizen Constitution (BRAZIL, 1988), the Brazilian government hasn’t yet been able to provide free and quality education for all Brazilians, and a big portion of Brazilian citizens are still illiterate, especially those who belong to lower classes and black communities. We will focus on the vicious cycle that is created when, in having education denied, the population is also automatically denied the right to perceive their neglected and violated rights. What consequences may this vicious cycle generate for the Brazilian population? In what ways can we overcome the limits it imposes on us? What Brazil would we have if we could get rid of this cycle? And how does this relate to the daily lives of each of us?
摘要在本文中,我们试图解决长期以来阻碍巴西教育的几个问题。自所谓的《公民宪法》(巴西,1988年)颁布以来,巴西政府还未能为所有巴西人提供免费和高质量的教育,而且很大一部分巴西公民仍然是文盲,尤其是那些属于下层阶级和黑人社区的人。我们将重点关注当教育被剥夺时,人们也自动被剥夺了感知其被忽视和侵犯的权利时所产生的恶性循环。这种恶性循环会给巴西人民带来什么后果?我们可以通过什么方式克服它强加给我们的限制?如果我们能摆脱这种循环,巴西会有什么?这与我们每个人的日常生活有什么关系?
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引用次数: 1
Literacies in Times of Crisis: A Trioethnography on Affective and Transgressive Practices 危机时期的读写能力:情感性和越界行为的三重民族志
Q3 Arts and Humanities Pub Date : 2021-04-01 DOI: 10.1590/1984-6398202118068
B. Morgan, Cláudia Hilsdorf Rocha, Ruberval Franco Maciel
ABSTRACT Utilizing duoethnography (NORRIS; SAWYER, 2012), the authors explore challenges and opportunities for critical language teaching in times of crisis. Following a brief introduction of research methodology, the authors’ trioethnography dialogically examines three topical areas of particular concern in Brazil and Canada: 1. The potency of affect and its relevance for applied linguistics and language teacher education; 2. The re-emergence of “literacy wars” in education, with attention to their ideological and epistemological interconnections to social power relations; 3. Emerging implications for language and literacy pedagogies in which the authors share classroom experiences and transgressive strategies informed by plurilingual and affective insights. The complexity and variety of settings discussed in this final section help promote the possibilities for critical research and teaching in these difficult and dangerous times.
摘要利用双民族志(NORRIS;SAWYER,2012),作者探索了危机时期批判性语言教学的挑战和机遇。在简要介绍研究方法之后,作者的三民族志对话性地考察了巴西和加拿大特别关注的三个主题领域:1。情感的效力及其对应用语言学和语言教师教育的相关性;2.教育中“扫盲战争”的重新出现,关注其与社会权力关系的意识形态和认识论联系;3.对语言和识字教学法的新启示,作者分享了课堂经验和基于多语言和情感见解的越轨策略。最后一节中讨论的环境的复杂性和多样性有助于促进在这个困难和危险的时代进行批判性研究和教学的可能性。
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引用次数: 1
期刊
Revista Brasileira de Linguistica Aplicada
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