O planejamento da disciplina de língua inglesa da terceira série do ensino médio e suas relações com a proposta curricular do estado de São Paulo e o currículo de Língua Estrangeira Moderna
Massarotto, Fábio Arruda
MetadataMostrar registro completo
In this bibliographic and documental research, our aim is to investigate what kind of relationship may be established between the current Curricular Proposal (CP) of the State of São Paulo, the Modern Foreign Language Curriculum (MFLC) and the English course planning which underlies the Teacher s books (TBs) and Student s books (SBs) designed by São Paulo Department of Education for the third year of high school. The central argument of this study is to understand those documents, since they serve as orientation for teacher practice in São Paulo public schools. We assume that teachers should not be mere implementers, but they need to develop a critical eye toward the theoretical bases that underlie those proposals, as it is possible the occurrence of divergences among them. In order to achieve our aim, we drew a plan divided into three parts. First, we turned to authors who address issues related to concepts of language, learning, literacy, genders and course planning so that we could build the theoretical references that would guide us to answer the first question of this research: How is the underlying planning of the new São Paulo teaching materials (TBs and SBs) for the third year of high school constituted? Then, we described and analyzed the CP, the MFLC and the course planning. We used categories in order to understand the organization of the latter and establish the relationship with the first and second documents: type of course planning, grammar and vocabulary teaching, reading and writing teaching, assessment and view of language learning prioritized in the course planning. We finished the research by trying to answer the second question of this investigation: What kind of relationship may be established among the CP, the MFLC and the course planning embodied in the Teacher s and Student s books? Through the analysis we could discover that there are divergences between the theoretical and methodological aspects idealized in both CP and MFLC and the materialized ones in the course planning, especially when it comes to the teaching of reading, writing, grammar and vocabulary.
Apresentado os itens relacionados pelo título, autor e assunto.
Albres, Neiva de Aquino; http://lattes.cnpq.br/1652645656634694 (Universidade Federal de São CarlosBRUFSCarPrograma de Pós-graduação em Educação Especial, 2013-12-06)The object of this research is the formation of the Brazilian sign language teacher (Libras), in particular, pedagogically. The study about the Libras teaching and teachers formation is a new subject. Herein, I discuss ...
Rocha, Wellington Alan da; http://lattes.cnpq.br/4174635705145958 (Universidade Federal de São CarlosBRUFSCarPrograma de Pós-graduação em Linguística, 2009-12-09)The objective of this research is to sketch a short view of the didactic books (from now on LD Livro didático) that focus the teaching of the Spanish Language which were published in Brazil between the years of 1991 and ...
Silva, Ricardo Moutinho Rodrigues da; http://lattes.cnpq.br/9865473 (Universidade Federal de São CarlosBRUFSCarPrograma de Pós-graduação em Linguística, 2006-12-11)The washback effect of an assessment is a redirecting element not only on teaching and learning process, but on most student s and teacher s actions, manners, beliefs and perceptions inside and outside the classroom, ...