Pub Date : 2022-05-05DOI: 10.22168/2237-6321-12386
Cristina Pureza Duarte Boéssio
: The work with music/songs in language lessons is quite productive as these bring some authentic input, with cultural content and as a real simple of the language. As songs are part of the daily life of most people and, often, remain for quite a long time in the memory, this thus facilitates the acquisition of the language. It was posible to notice this more easily during this period of the pandemic, which we are still facing and that lead us to reinvent ourselves as teachers. The music/songs made me rethink about their potential. This text presents a redemption of memories. A redemption of previous reflections carried out by me and the students who worked with me in previous years. MARTINS;
{"title":"Música/canción como facilitadora de aprendizajes y adquisición de lengua española – un rescate de memorias","authors":"Cristina Pureza Duarte Boéssio","doi":"10.22168/2237-6321-12386","DOIUrl":"https://doi.org/10.22168/2237-6321-12386","url":null,"abstract":": The work with music/songs in language lessons is quite productive as these bring some authentic input, with cultural content and as a real simple of the language. As songs are part of the daily life of most people and, often, remain for quite a long time in the memory, this thus facilitates the acquisition of the language. It was posible to notice this more easily during this period of the pandemic, which we are still facing and that lead us to reinvent ourselves as teachers. The music/songs made me rethink about their potential. This text presents a redemption of memories. A redemption of previous reflections carried out by me and the students who worked with me in previous years. MARTINS;","PeriodicalId":40607,"journal":{"name":"Entrepalavras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89676833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-05DOI: 10.22168/2237-6321-12387
Letícia Joaquina De Castro Rodrigues Souza e Souza
: The importance of ludic activities has long been recognized among the most diverse people as a way of educating and transmitting knowledge between different generations, despite the fact that there may have been oscillation over time between a more rigid education concerned with discipline and the imposition of rules of conduct; and a more interactive education that is capable of bringing students and teachers together in the challenge of educating in a pleasurable way. Therefore, the objective of this study is, on the one hand, to reflect on the benefits of the playful component for the approach to the literary text in Spanish classes at university level; and, on the other hand, to propose a playful activity with a short literary genre. To achieve our goals the studies by Huizinga (2007), Silva (2006) and Kishimoto (1999) are considered on the playful component and the studies of Mendoza Fillola (2004, 2007) in regards to the didactic treatment of the literary texts. Concerning the methodological aspects, the research is developed in a double strand of theoretical-empirical approach and is eminently qualitative. The material object of analysis emerges from a poem by the Cuban writer Nicolás Guillén. The construction of this study reinforced the belief that recreational activities can provide a more pleasurable learning experience and foster university learners’ autonomy and self-esteem.
{"title":"Las actividades lúdicas y la enseñanza de textos literarios en español","authors":"Letícia Joaquina De Castro Rodrigues Souza e Souza","doi":"10.22168/2237-6321-12387","DOIUrl":"https://doi.org/10.22168/2237-6321-12387","url":null,"abstract":": The importance of ludic activities has long been recognized among the most diverse people as a way of educating and transmitting knowledge between different generations, despite the fact that there may have been oscillation over time between a more rigid education concerned with discipline and the imposition of rules of conduct; and a more interactive education that is capable of bringing students and teachers together in the challenge of educating in a pleasurable way. Therefore, the objective of this study is, on the one hand, to reflect on the benefits of the playful component for the approach to the literary text in Spanish classes at university level; and, on the other hand, to propose a playful activity with a short literary genre. To achieve our goals the studies by Huizinga (2007), Silva (2006) and Kishimoto (1999) are considered on the playful component and the studies of Mendoza Fillola (2004, 2007) in regards to the didactic treatment of the literary texts. Concerning the methodological aspects, the research is developed in a double strand of theoretical-empirical approach and is eminently qualitative. The material object of analysis emerges from a poem by the Cuban writer Nicolás Guillén. The construction of this study reinforced the belief that recreational activities can provide a more pleasurable learning experience and foster university learners’ autonomy and self-esteem.","PeriodicalId":40607,"journal":{"name":"Entrepalavras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77378964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-03DOI: 10.22168/2237-6321-12383
Sandro Marcío Drumond Alves Marengo, Diego José Alves Alexandre, Eliabe Procópio
: The present paper summarizes the discussions of a homonymous round table, which argued in favor of a historical component in the education of Spanish as a foreign language teachers. The discussion was based on the division of grand areas of knowledge, History of Spanish (and related disciplines) and Linguistic Historiography, as well as in the conception of language as an agglutination of culture, history and grammar (COSERIU, 1986). This paper presents an overview of these areas and of the issues that guide the explanation of how the investigation of the history of a given language should be undertaken, with emphasis on pronouns, articles and lexical configuration; it also addresses linguistic historiography, with an emphasis on how Brazilian textbooks present the Spanish pronoun “lo”.
{"title":"Las múltiples perspectivas de los estudios históricos y la enseñanza del español para brasileños","authors":"Sandro Marcío Drumond Alves Marengo, Diego José Alves Alexandre, Eliabe Procópio","doi":"10.22168/2237-6321-12383","DOIUrl":"https://doi.org/10.22168/2237-6321-12383","url":null,"abstract":": The present paper summarizes the discussions of a homonymous round table, which argued in favor of a historical component in the education of Spanish as a foreign language teachers. The discussion was based on the division of grand areas of knowledge, History of Spanish (and related disciplines) and Linguistic Historiography, as well as in the conception of language as an agglutination of culture, history and grammar (COSERIU, 1986). This paper presents an overview of these areas and of the issues that guide the explanation of how the investigation of the history of a given language should be undertaken, with emphasis on pronouns, articles and lexical configuration; it also addresses linguistic historiography, with an emphasis on how Brazilian textbooks present the Spanish pronoun “lo”.","PeriodicalId":40607,"journal":{"name":"Entrepalavras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83981095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-03DOI: 10.22168/2237-6321-12478
Girlene Moreira da Silva
La literatura funciona como exponente de culturas y discursos de diferentes regiones de diferentes países y ofrece numerosas posibilidades de elección por parte del profesor. Defendemos su presencia en las clases de lengua extranjera, a partir de las contribuciones de autores como Mendoza (1993, 2002, 2007), Aragão (2006), Silva (2011, 2016), Acquaroni (2007), Albaladejo (2007), entre otros. En este artículo, discutimos la importancia de la lectura literaria en las clases de español como lengua extranjera, así como la relevancia de la formación del profesorado para llevar la literatura a sus clases de lengua española. Además, presentamos la evolución del lugar de tratamiento didáctico del texto literario en la trayectoria del Curso de Licenciatura en Letras Español en el Campus Natal Central del IFRN, desde sus PPC (2005, 2012, 2014 y 2018), algunos proyectos ya realizados dentro del Curso que apuntan a la formación de los futuros profesores en este campo y, finalmente, las percepciones de 18 alumnos del Curso de Letras Español sobre la importancia de los conocimientos del tratamiento didáctico de la literatura para su formación y práctica docente. Los resultados nos muestran, principalmente, que, después, del acceso a una asignatura y a proyectos vueltos a esta mirada, hubo una superación de creencias negativas hacia la presencia del texto literario en clases de español como lengua extranjera (E/LE), además del reconocimiento de la importancia de la formación teórica y práctica de profesores de lenguas para el tratamiento didáctico de la literatura en clases de español.
{"title":"Formación de profesores en IFRN para el tratamiento didáctico de la literatura en clases de español","authors":"Girlene Moreira da Silva","doi":"10.22168/2237-6321-12478","DOIUrl":"https://doi.org/10.22168/2237-6321-12478","url":null,"abstract":"La literatura funciona como exponente de culturas y discursos de diferentes regiones de diferentes países y ofrece numerosas posibilidades de elección por parte del profesor. Defendemos su presencia en las clases de lengua extranjera, a partir de las contribuciones de autores como Mendoza (1993, 2002, 2007), Aragão (2006), Silva (2011, 2016), Acquaroni (2007), Albaladejo (2007), entre otros. En este artículo, discutimos la importancia de la lectura literaria en las clases de español como lengua extranjera, así como la relevancia de la formación del profesorado para llevar la literatura a sus clases de lengua española. Además, presentamos la evolución del lugar de tratamiento didáctico del texto literario en la trayectoria del Curso de Licenciatura en Letras Español en el Campus Natal Central del IFRN, desde sus PPC (2005, 2012, 2014 y 2018), algunos proyectos ya realizados dentro del Curso que apuntan a la formación de los futuros profesores en este campo y, finalmente, las percepciones de 18 alumnos del Curso de Letras Español sobre la importancia de los conocimientos del tratamiento didáctico de la literatura para su formación y práctica docente. Los resultados nos muestran, principalmente, que, después, del acceso a una asignatura y a proyectos vueltos a esta mirada, hubo una superación de creencias negativas hacia la presencia del texto literario en clases de español como lengua extranjera (E/LE), además del reconocimiento de la importancia de la formación teórica y práctica de profesores de lenguas para el tratamiento didáctico de la literatura en clases de español.","PeriodicalId":40607,"journal":{"name":"Entrepalavras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91383661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-02DOI: 10.22168/2237-6321-12393
Raquel da Silva Ortega
: This essay aims to discuss the importance of teaching literature for human formation and provoke a discussion about the need to incorporate Hispanic literatures into Spanish language classes of basic education. In recent years it is possible to observe the total disappearance of the Literature signature from the reduction in school curricula. In the case of foreign languages, it passed by the same time as literature, which at the time was considered a perfect model for learning foreign languages, disappeared from different classes to give way to new approaches considered to be inappropriate. However, there is currently a growing interest in his return to foreign language classes at the same time when doubts about how to do so are also raised. Based on the ideas of Cosson (2018, 2020), Giardinelli (2010), Nascimento and Trouche (2008), Pennac (1993), Perrone-Moisés (2006) and Todorov (2009) I present a brief overview of the teaching of literature In the documents that guide education in Brazil, there are some considerations based on the difficulties that teachers usually show and present some practical possibilities to demonstrate that the presence of Hispanic literatures in the Spanish class is possible and necessary for education the sensitivity.
{"title":"Literaturas hispánicas y enseñanza de español: algunas consideraciones y sugerencias","authors":"Raquel da Silva Ortega","doi":"10.22168/2237-6321-12393","DOIUrl":"https://doi.org/10.22168/2237-6321-12393","url":null,"abstract":": This essay aims to discuss the importance of teaching literature for human formation and provoke a discussion about the need to incorporate Hispanic literatures into Spanish language classes of basic education. In recent years it is possible to observe the total disappearance of the Literature signature from the reduction in school curricula. In the case of foreign languages, it passed by the same time as literature, which at the time was considered a perfect model for learning foreign languages, disappeared from different classes to give way to new approaches considered to be inappropriate. However, there is currently a growing interest in his return to foreign language classes at the same time when doubts about how to do so are also raised. Based on the ideas of Cosson (2018, 2020), Giardinelli (2010), Nascimento and Trouche (2008), Pennac (1993), Perrone-Moisés (2006) and Todorov (2009) I present a brief overview of the teaching of literature In the documents that guide education in Brazil, there are some considerations based on the difficulties that teachers usually show and present some practical possibilities to demonstrate that the presence of Hispanic literatures in the Spanish class is possible and necessary for education the sensitivity.","PeriodicalId":40607,"journal":{"name":"Entrepalavras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82406253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-02DOI: 10.22168/2237-6321-12390
T. Carvalho, Sara De Paula Lima
: Due to the pandemic caused by the coronavirus (COVID-19), it was necessary to adopt emergency remote education (ERE) as a way to minimize the impacts of social isolation on education. Thus, educational activities, which used to be completely face-to-face, started to be carried out using digital technologies. According to this context, in this article, we try to understand what, in fact, has changed after this first year of ERE, 2020 to 2021, and how, before and during the pandemic, experiences and studies about technologies in education interfere in our educational practices in today’s Spanish language classes in higher education. More specifically, the objectives of this work are: i) to identify characteristics of Distance Education (EaD) adapted to the ERE and ii) to present the digital literacies present in different contexts of the ERE. We draw on Kuklinski and Cobo (2020) with regard to higher-level ERE; in Brazil (2016) for the characterization of the EaD modality y in Rojo (2009) and Dudeney, Hockly and Pegrum (2018) to deal with digital literacy. As a result of the analysis, we found that teachers from higher education institutions (IES), after an abrupt and unplanned first moment, managed to appropriate digital educational resources (RED) and create a multimedia narrative for their subjects, especially those that they teach in Language courses - Spanish.
{"title":"De la educación a distancia a la enseñanza remota de emergencia en clases de español en la universidad","authors":"T. Carvalho, Sara De Paula Lima","doi":"10.22168/2237-6321-12390","DOIUrl":"https://doi.org/10.22168/2237-6321-12390","url":null,"abstract":": Due to the pandemic caused by the coronavirus (COVID-19), it was necessary to adopt emergency remote education (ERE) as a way to minimize the impacts of social isolation on education. Thus, educational activities, which used to be completely face-to-face, started to be carried out using digital technologies. According to this context, in this article, we try to understand what, in fact, has changed after this first year of ERE, 2020 to 2021, and how, before and during the pandemic, experiences and studies about technologies in education interfere in our educational practices in today’s Spanish language classes in higher education. More specifically, the objectives of this work are: i) to identify characteristics of Distance Education (EaD) adapted to the ERE and ii) to present the digital literacies present in different contexts of the ERE. We draw on Kuklinski and Cobo (2020) with regard to higher-level ERE; in Brazil (2016) for the characterization of the EaD modality y in Rojo (2009) and Dudeney, Hockly and Pegrum (2018) to deal with digital literacy. As a result of the analysis, we found that teachers from higher education institutions (IES), after an abrupt and unplanned first moment, managed to appropriate digital educational resources (RED) and create a multimedia narrative for their subjects, especially those that they teach in Language courses - Spanish.","PeriodicalId":40607,"journal":{"name":"Entrepalavras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77284001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01DOI: 10.22168/2237-6321-12397
Jorge Rodrigues Souza Junior
{"title":"La lengua española en la Red Federal de Educación: consideraciones sobre estatus y formas de trabajo","authors":"Jorge Rodrigues Souza Junior","doi":"10.22168/2237-6321-12397","DOIUrl":"https://doi.org/10.22168/2237-6321-12397","url":null,"abstract":"","PeriodicalId":40607,"journal":{"name":"Entrepalavras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88732210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-24DOI: 10.22168/2237-6321-12385
Elzimar Goettenauer de Marins-Costa, Luciana María Almeida de Freitas
: Teaching from discursive genres presupposes considering that utterances incorporate language and society, and are always located in a context. On the other hand, focusing on the discourse does not mean neglecting the linguistic-textual materiality, but rather examining it in an articulated way to an analysis of the field of human activity, social function, interlocutors, time and space of production, circulation and reception of the texts. This article presents a set of procedures for the elaboration of teaching materials for additional languages, taking into consideration the discursive genres and the text as an object. The article is organized into two sections. In the first, a discussion is developed about linguistic education, according to the conception of language of the Bakhtin Circle (BAJTÍN, 1999; VOLOSHINOV, 2009), in special, about discursive genres and the use of this concept in additional language classes. In the second, taking the collection Sentidos en lengua española (FREITAS; COSTA, 2016) as an example, the exposure of the steps for planning a didactic proposal in which the language skills (reading, listening, writing and speaking) are exploited from the discursive genres, with an emphasis on its components (compositional structure, style and thematic content). In addition, the place occupied by linguistic knowledge in an effective discursive theoretical-methodological perspective is demonstrated.
:话语体裁教学的前提是考虑到话语包含语言和社会，并且总是位于上下文中。另一方面，关注话语并不意味着忽视语言文本的物质性，而是以一种清晰的方式来分析人类活动、社会功能、对话者、文本生产、流通和接受的时间和空间。本文提出了一套以语篇体裁和文本为对象的外语教材编写程序。这篇文章分为两个部分。首先，根据巴赫金学派的语言概念(BAJTÍN, 1999;VOLOSHINOV, 2009)，特别是关于话语体裁和这一概念在其他语言课程中的使用。第二，以Sentidos en lengua española (FREITAS;COSTA, 2016)作为一个例子，揭示了规划教学建议的步骤，其中语言技能(阅读，听力，写作和口语)从话语类型中得到利用，重点是其组成部分(作文结构，风格和主题内容)。此外，从有效的话语理论方法论的角度论证了语言知识所占据的地位。
{"title":"Género discursivo como eje de propuestas didácticas para las clases de lenguas","authors":"Elzimar Goettenauer de Marins-Costa, Luciana María Almeida de Freitas","doi":"10.22168/2237-6321-12385","DOIUrl":"https://doi.org/10.22168/2237-6321-12385","url":null,"abstract":": Teaching from discursive genres presupposes considering that utterances incorporate language and society, and are always located in a context. On the other hand, focusing on the discourse does not mean neglecting the linguistic-textual materiality, but rather examining it in an articulated way to an analysis of the field of human activity, social function, interlocutors, time and space of production, circulation and reception of the texts. This article presents a set of procedures for the elaboration of teaching materials for additional languages, taking into consideration the discursive genres and the text as an object. The article is organized into two sections. In the first, a discussion is developed about linguistic education, according to the conception of language of the Bakhtin Circle (BAJTÍN, 1999; VOLOSHINOV, 2009), in special, about discursive genres and the use of this concept in additional language classes. In the second, taking the collection Sentidos en lengua española (FREITAS; COSTA, 2016) as an example, the exposure of the steps for planning a didactic proposal in which the language skills (reading, listening, writing and speaking) are exploited from the discursive genres, with an emphasis on its components (compositional structure, style and thematic content). In addition, the place occupied by linguistic knowledge in an effective discursive theoretical-methodological perspective is demonstrated.","PeriodicalId":40607,"journal":{"name":"Entrepalavras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90649211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-24DOI: 10.22168/2237-6321-12384
Luciene Bassols Brisolara
: In this study, we propose the elaboration of activities for the development of the pronunciation of Spanish as a foreign language for Brazilian students in Spanish teacher training courses. The proposal is based on the communicative teaching of pronunciation (CELCE-MURCIA et al ., 2010) and some difficulties concerning pronunciation evidenced in the classroom in a Language Course (BRISOLARA, 2011; BRISOLARA; SEMINO, 2016; BRISOLARA; MACHRY DA SILVA, 2020). The activities follow the five pedagogical steps by Celce-Murcia et al. (2010), that is, description and analysis, listening discrimination, controlled practice, guided practice, and communicative practice. In addition, for the selection of consonant segments worked in the activities, we considered the similarities and differences between Brazilian Portuguese – the learners’ mother tongue – and Spanish – a foreign language.
在本研究中，我们建议在西班牙语教师培训课程中为巴西学生精心设计西班牙语作为外语的发音发展活动。该建议是基于语音交际教学(CELCE-MURCIA et al .， 2010)和语言课程课堂上的一些发音困难(BRISOLARA, 2011;BRISOLARA;SEMINO, 2016;BRISOLARA;Machry da silva, 2020)。活动遵循Celce-Murcia et al.(2010)提出的五个教学步骤，即描述与分析、听力辨析、控制练习、引导练习和交际练习。此外，对于在活动中工作的辅音段的选择，我们考虑了学习者母语巴西葡萄牙语和外语西班牙语之间的异同。
{"title":"La Práctica de la Pronunciación en Cursos de Formación de Profesores de ELE","authors":"Luciene Bassols Brisolara","doi":"10.22168/2237-6321-12384","DOIUrl":"https://doi.org/10.22168/2237-6321-12384","url":null,"abstract":": In this study, we propose the elaboration of activities for the development of the pronunciation of Spanish as a foreign language for Brazilian students in Spanish teacher training courses. The proposal is based on the communicative teaching of pronunciation (CELCE-MURCIA et al ., 2010) and some difficulties concerning pronunciation evidenced in the classroom in a Language Course (BRISOLARA, 2011; BRISOLARA; SEMINO, 2016; BRISOLARA; MACHRY DA SILVA, 2020). The activities follow the five pedagogical steps by Celce-Murcia et al. (2010), that is, description and analysis, listening discrimination, controlled practice, guided practice, and communicative practice. In addition, for the selection of consonant segments worked in the activities, we considered the similarities and differences between Brazilian Portuguese – the learners’ mother tongue – and Spanish – a foreign language.","PeriodicalId":40607,"journal":{"name":"Entrepalavras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73771240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-29DOI: 10.22168/2237-6321-12392
Antonio Ferreira Da Silva Junior, C. Falcão, Isadora Valencise Gregolin
: In this text, we present some epistemological views regarding the teaching of the Spanish. The article arises from the participation of the authors in a virtual discussion forum promoted by the Study Group on Teaching and Training Practices for Spanish Language Teachers (GEPPELE). As a methodological strategy to promote interaction and debates in the forum, we proposed to the participants a reflective exercise about their teaching practices and invited them to develop self-assessment narratives about their teaching and / or learning processes of Spanish. The material shared in the forum resulted from collaborative texts that support our reflections for the training of Spanish teachers, taking into account narrative studies in language teaching (TELLES, 2008) and teacher reflexivity as an orientation for the emancipation of the language teacher (CELANI, 2010). The experience in the forum revealed the power of critical thinking as a way to transform pedagogical practices related to the participants´ different social and cultural contexts of action.
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