Banca de DEFESA: MARIA DE FÁTIMA MOURA SILVA
Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.STUDENT : MARIA DE FÁTIMA MOURA SILVA
DATE: 30/10/2020
TIME: 14:00
LOCAL: https://meet.google.com/dta-wcim-htr
TITLE:
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KEY WORDS:
Language. Teacher training. Political Pedagogical Project. Curriculum
PAGES: 201
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:
The objective of this research is to analyze the language as an object of knowledge in the course of pedagogical political projects of pedagogy (PPPC) of public higher education institutions in Rio Grande do Norte (RN). The interest in research arises from the recognition of the need to form teacher for the effective teaching of language to enable the redefinition of their practice. We start from the following research question: how language as a training object in pedagogical political projects of pedagogy courses of public higher education institutions in RN. To research we rely on the works of the following authors: Bakhtin (2004, 2010); Vygotski (2008), Bagno(2002), BordoniRicardo (2004), Travaglia (2003), Kleiman (2004,2005, 2013), Solé (2009), Soares (2003), Geraldi (2003,2010,2011), Freire (1994), Nóvoa(1998), Tardif (2005), Flick(2009), Sacristán (2000). Silva (2003); Veiga and Resende (2006), contributing to study of language teacher, education, curriculum and PPPC. The study was based on the qualitative research and analysis had as investigative procedure analysis of documents and literature review. To meet existing research in the area as well as the gaps and what has not yet been researched about our fields of interest, we conducted a survey in four databases. In this sense, our body is constituted by four educational projects of classroom pedagogy of state public institutions of RN. Our analysis sought to show theoretical and methodological elements that outline the formation of the teacher to work with the language. The analysis indicates that, the PPPC, the language as teacher training object: i) is guided by language interactional design; ii) presents dimensions by formation of experiential, conceptual, order and attitudinal, this materializes through choice and organization of curricular components guiding pedagogical actions; iii) the vast majority of components that aim to work with the language belongs to the core general fundamentals and methodologies; and in our view, it included a conceptual and attitudinal training dimension; iv) the shortage of components that point to work with targeted language for professional activities is a training gap. So we estimate that this research will contribute to teacher training with regard to work with the different languages knowledge fields that make up the work of the educator. We still consider to think this training through the training dimensions is a possible way, for in the course of the training process at all times the dimensions that articulate and integrate. This way both
the forms teacher and the teacher information to identify to which category or formative dimension particular components is presented has the possibility of using mechanisms to enhance teaching and learning.
BANKING MEMBERS:
Externa à Instituição - IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES - IFRN
Externa à Instituição - MARCIA BETANIA DE OLIVEIRA - UERN
Interna - 1672888 - MARIANGELA MOMO
Externa ao Programa - 1674905 - MARISA NARCIZO SAMPAIO
Presidente - 2507717 - TATYANA MABEL NOBRE BARBOSA