Mestrado Profissional em Ensino na Educação Básica (CEPAE)

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Navegando Mestrado Profissional em Ensino na Educação Básica (CEPAE) por Por Orientador "Cruvinel, Roberta Carvalho"

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    O ensino da língua inglesa no processo inicial de escolarização de estudantes com deficiência visual
    (Universidade Federal de Goiás, 2023-06-30) Pires, Maria Cristina Alcântara; Cruvinel, Roberta Carvalho; http://lattes.cnpq.br/3053531163464109; Cruvinel, Roberta Carvalho; Carvalho, Edione Teixeira de; Gonçalves, Letícia de Souza
    This work, entitled The Teaching of the English Language in the Initial Schooling Process of Students with Visual Impairment, developed during the Stricto Sensu Professional Master's Degree of the Graduate Program of the Center for Teaching and Applied Research in Education (CEPAE) at the Federal University of Goiás (UFG), was motivated from listening to the reports of blind students, assisted by CAP - Center for Pedagogical Support for People with Visual Impairment, (organization in which I work professionally). At the time, they talked about their difficulties in learning English when they reached the second phase of elementary school, since they had no contact with the language in the first grades. This work is justified, mainly, by the fact that there are not many studies about teaching English to blind students, mainly, in the initial phase of schooling, which may cause difficulties in the pedagogical practice of those who teach and in several difficulties for those who learn. Thus, the general objective of this research is to design strategies to awaken, in blind students, the taste for studying the English language at the beginning of their schooling, in a calm, dynamic and inclusive way, in order to reduce the barriers encountered in their schooling in the following years. As a theoretical reference, I looked for authors such as Vygotsky (1997; 2000); Rodrigues (2006; 2007 and 2011); Nascimento (2009); Motta (2004); Mittler (2003); Minayo (1992; 94; 2000; 2009 and 2012); Fraiberg (1990) among others. For the development of this research, the methodology used was qualitative, based on the research-action conception, and, as a result of this work, I present the educational product, an e-book, entitled: "The use of concrete and/or adapted English language materials for blind students in the early years: a reflective narrative about concept and meaning beyond vocabulary teaching". This product contains general orientations, followed by reflections about the teaching and learning of the English language for blind students, in an inclusive perspective, as well as demonstrations of adapted materials and suggestions of activities to work with the English language in the early grades.
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    O ensino da língua inglesa no processo inicial de escolarização de estudantes com deficiência visual
    (Universidade Federal de Goiás, 2023-06-30) Pires, Maria Cristina Alcântara; Cruvinel, Roberta Carvalho; http://lattes.cnpq.br/3053531163464109; Cruvinel, Roberta Carvalho; Carvalho, Edione Teixeira de; Gonçalves, Letícia de Souza
    This work, entitled The Teaching of the English Language in the Initial Schooling Process of Students with Visual Impairment, developed during the Stricto Sensu Professional Master's Degree of the Graduate Program of the Center for Teaching and Applied Research in Education (CEPAE) at the Federal University of Goiás (UFG), was motivated from listening to the reports of blind students, assisted by CAP - Center for Pedagogical Support for People with Visual Impairment, (organization in which I work professionally). At the time, they talked about their difficulties in learning English when they reached the second phase of elementary school, since they had no contact with the language in the first grades. This work is justified, mainly, by the fact that there are not many studies about teaching English to blind students, mainly, in the initial phase of schooling, which may cause difficulties in the pedagogical practice of those who teach and in several difficulties for those who learn. Thus, the general objective of this research is to design strategies to awaken, in blind students, the taste for studying the English language at the beginning of their schooling, in a calm, dynamic and inclusive way, in order to reduce the barriers encountered in their schooling in the following years. As a theoretical reference, I looked for authors such as Vygotsky (1997; 2000); Rodrigues (2006; 2007 and 2011); Nascimento (2009); Motta (2004); Mittler (2003); Minayo (1992; 94; 2000; 2009 and 2012); Fraiberg (1990) among others. For the development of this research, the methodology used was qualitative, based on the research-action conception, and, as a result of this work, I present the educational product, an e-book, entitled: "The use of concrete and/or adapted English language materials for blind students in the early years: a reflective narrative about concept and meaning beyond vocabulary teaching". This product contains general orientations, followed by reflections about the teaching and learning of the English language for blind students, in an inclusive perspective, as well as demonstrations of adapted materials and suggestions of activities to work with the English language in the early grades.
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    Educação linguística de inglês com o uso de metodologias ativas: a construção do conhecimento a partir da leitura da obra “Wonder” de R. J. Palacio em uma escola pública
    (Universidade Federal de Goiás, 2024-11-18) Santos, Zinalda Aparecida dos; Cruvinel, Roberta Carvalho; Cruvinel, Roberta Carvalho; Vieira , Ilma Socorro Gonçalves; Mello, Laryssa Gabriela Almeida e Silva
    This research´s theme is English Linguistic Education and the construction of knowledge with the use of active methodologies based on reading the literary work Wonder, by R. J. Palacio in a public school. The difficulties presented by public school students in English language classes, with outdated teaching methods, support the research problem: “How the application of active methodologies in basic education can contribute to the reading of literary works, with the aim of enabling more meaningful learning in the English language?” Therefore, the main objective of the research was to: understand the concepts of active methodologies that seek to signal paths in the development of a meaningful and collaborative linguistic education for English language learners, capable of enabling the enrichment of the pedagogical process of teaching with students. Furthermore, the defense for a “more active” English language education is presented based on authors such as Kramsch (2012), Carl Rogers (1977) and Bacich and Moran (2015), as well as Vygotsky`s sociocultural theory (2007). The defense for an English linguistic education based on reading literary works is based on Bakhtin (2006) and Vieira (2019, 2020, 2022), among others. The methodology applied is suitable for participatory action research, with bibliographical research and development of an education product. The literary work worked on was Wonder, by R. J. Palacio, followed by the film Wonder (Extraordinary), from 2017, with a proposal for English linguistic education through active methodologies, more specifically the strategies: spiral learning, station rotation and use of audiovisual. And secondary: apply some strategies from active methodologies in reading and understanding the literary book Wonder, by R. J. Palacio, and develop a didactic sequence, based on the application of acquired knowledge, to inspire teachers of English as an additional language in reading classes and textual interpretation. The theoretical basic is based on the reflection proposed by authors such as Teixeira (1956, 1971), Libâneo (1990), Freire (1996), Dewey (1979) and others, on the pedagogical process in traditional teaching-learning and the need to other an education based on social transformation. The education product – whose title is “The reading of literary works based on the application of strategies and activities of active methodologies in English classes: concepts and practices” –, the result of research developed during the Professional Master`s Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG, is a didactic sequence, developed and applied in a public school, in the city of Aparecida de Goiânia, in 2023, with 2nd grade high school students. The result suggests that the use of active methodologies in basic education for English linguistic education based on reading literary works proved to be fruitful in the sense that it met the students` interests in terms of the pedagogical resources used. Furthermore, valuing students` previous knowledge and experiences made the process of English language education meaningful for them. The adoption of collaboration to carry out the proposed activities enable students to overcome their fears, anxieties and insecurities and thus, be motivated to invest in knowledge of the additional language being studied and in reading a literary work.
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    Educação linguística crítica, tecnologias digitais da informação e comunicação e multiletramentos: perspectivas do Sul global
    (Universidade Federal de Goiás, 2022-12-14) Silveira, Dayane Rita da; Cruvinel, Roberta Carvalho; lattes.cnpq.br/3053531163464109; Cruvinel, Roberta Carvalho; Freitas, Carla Conti de; Mizan, Souzanna
    The contemporary world, impacted by Digital Information and Communication Technologies (DICT) and by the globalization process, causes changes in relation to reading and writing practices and to new forms of communication, interaction and construction of knowledge, which demands from the school an urgent adaptation to new learning possibilities based on increasingly dynamicand diversified skills. In this way, language teaching should not focus on a purely linguistic perspective, as our discursive practices are not neutral, they involve ideological and political choices, marked by power relations, which interfere in different ways in the social world. Given this context, the present study has the general objective of investigating the challenges and possibilities of using DICT, from the perspective of multiliteracies, for a critical education in English. Furthermore, it was intended to discuss the concepts of language based on Bakhtinian works, discuss the contributions of critical perspectives to language teaching and establish relationships between technology and education. This dissertation, entitled Critical Linguistic Education, Digital Information and Communication Technologies and Multiliteracies: perspectives from the Global South, was developed during the Stricto Sensu Professional Master's Degree of the Programa de Pós-Graduação do Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE) of the Universidade Federal de Goiás (UFG). The research was carried out with an English language teacher and a 9th grade class from a public school in Aparecida de Goiânia - Goiás. It is a case study based on an action research, that is, a type of research that seeks to better understand a given social situation and reflect on actions in search of changes in reality. For the collection of empirical material, it was carried out participant observation, application of questionnaires and construction of a logbook. In addition to these instruments, composes the corpus for analysis a sequence of activities and productions by the students/participants. The educational product of this study consists of a workshop entitled Digital Technologies of Information and Communication: a proposal for experimentation of being and doing critics, which was proposed to English language teachers interested in the relationship between language, education and technology. The research results point to the fact that new technologies can contribute both to the reinforcement of diversified practices and social participation, as well as to the maintenance of inequalities and social marginalization. There are many challenges for DICT to be used as a fundamental tool for social inclusion, since the mere presence of technology at school does not guarantee an improvement in the quality of teaching, nor does it allow new formative horizons and resignifications. I believe that the relevance of this work lies in the fact that it addresses emerging issues in society, enlivening the idea that the language classroom can be a space both for the reproduction of inequalities and for social transformation. It is expected that this work, albeit timidly, promotes questions and enables new formative horizons and resignifications in relation to the ways of living and being in the world.