Banca de QUALIFICAÇÃO: ANA CATARINA DE MELO SILVA
Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.DISCENTE : ANA CATARINA DE MELO SILVA
DATA : 10/11/2016
HORA: 09:00
LOCAL: PPgEL - CCHLA
TÍTULO:
A intercompreensão de Línguas Românicas como ferramenta geradora de mudança na escola pública: uma perspectiva de trabalho colaborativo através das famílias de línguas
PALAVRAS-CHAVES:
Inter-comprehension, Didactics of Plurilingualism, Teacher-training, Changes in the classroom, Public school
PÁGINAS: 93
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Letras
RESUMO:
This research, which is situated within the scope of Applied Linguistics, referenced by Inter-comprehension amongst Romance Languages and which focuses on teacher-training, has been aimed at investigating whether undergraduate students who have attended a course on Inter-comprehension amongst Romance Languages and participated in the 1st Conference on Inter-comprehension, which happened in Natal, in 2013, have been applying the knowledge acquired on issues of inter-comprehension as teachers in their own classrooms. Situated on a plurilingual dimension, in the dealing with inter-comprehension, it seeks to develop comprehension strategies amongst languages from the same linguistic family. This study, which emphasizes the Brazilian context and uses as reference some theorists of the inter-comprehension approach, such as Beacco et al (2015); Caddéo and Jamet (2013); Candelier (2007); Capucho (2010); Dégache (2006); Meissner (2008); Andrade, Martins and Pinho (2011), draws a brief historical timeline of inter-comprehension, inserting it into the Didactics of Plurilingualism, an educational and instructional project towards, and for, cultural and linguistic diversity. With the intent of getting to know the context and specificities of the participants in the research, some scholars are also taken as reference, who have publications focusing on general teacher-training: Almeida Filho (2008); Demo (2007); Freire (2011); Gadotti (2013); Iosif (2007); Libâneo (2012); Nóvoa (2009, 2012); Salviani, (2009). Being of a qualitative approach and an applied nature, and having assumed an exploratory and descriptive goal, as well as field and bibliographic procedures (GERHARDT and SILVEIRA, 2009), this research has adopted as tools the questionnaire (QUIVY and CAMPENHOUDT, 1998) and the interview (BARDIN, 1979). From the discussion of the data one realizes that most of the subjects lack a deeper understanding of the matter. It is common for the participants to associate practical work within inter-comprehension with the obligation to be proficient in foreign languages. Besides, this group of subjects displays a need for further teacher-training, for they feel insecure to develop activities within the inter-comprehension framework. One observes, still, that many of the subjects behave as though they are the ones responsible for the transmission of the knowledge to their students. In the conclusive section, with the support from the theoretical references and from some philosophical considerations (MORIN, 2003, 2011), one is able to conclude that if teachers and their professors are committed to a humanitarian education, one which is concerned with a respect for languages and their cultures; if they are willing to reflect upon a concept of education centered on the interaction between teacher and student, upon an interactive conception of language, and upon a less hierarchical relationship amongst languages or variations of a language, given a systematic monitoring of the teaching practice it should be possible to use inter-comprehension as a tool for the generation of changes in classrooms across public schools in the Brazilian state of Rio Grande do Norte.
MEMBROS DA BANCA:
Interno - 2194174 - ANA GRACA CANAN
Presidente - 1149618 - SELMA ALAS MARTINS