TELL ME HOW YOU TEACH, I'LL TELL YOU WHO YOU ARE: PODCASTS AND SPANISH LANGUAGE IN REMOTE TEACHING
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Prática Docente |
Texto Completo: | https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/236 |
Resumo: | This text narrativizes experiences worked between March of two thousand and twenty and June of two thousand and twenty-one, at the Federal Institute of Education, Science and Technology of Mato Grosso. Given the impossibility of face-to-face pedagogical experience, the question emerged: How to approach the teaching of the Spanish Language with young people and adolescents during the Emergency Remote Learning, from a dialogical and meaningful perspective? Narrative Research (CLADINNIN; CONNELLY, 2011) was chosen as the method to investigate the classroom practice. The answers presented by the research participants allow us to affirm that the developed approach was based on dialog and succeeded in reaching/touching the students, since it constitutes an experience. It is possible to affirm that they gave meaning to the production of Podcasts while they were learning Spanish as a second language. |
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TELL ME HOW YOU TEACH, I'LL TELL YOU WHO YOU ARE: PODCASTS AND SPANISH LANGUAGE IN REMOTE TEACHINGDI COMO ENSEÑAS, TE DIRÉ QUIÉN ERES: PODCASTS Y LENGUA ESPAÑOLA EN LA ENSEÑANZA REMOTADIGA COMO ENSINAS, DIREI QUEM ÉS: PODCASTS E LÍNGUA ESPANHOLA NO ENSINO REMOTONarrativas e experiências de aprendizagemEnsino Emergencial. Língua Estrangeira. Podcasts.Língua EstrangeiraPodcastsNarratives and learning experiencesEmergency teachingForeign LanguagePodcastsNarrativas y experiencias de aprendizajeEnseñanza Remota VirtualLengua ExtranjeraPodcastsThis text narrativizes experiences worked between March of two thousand and twenty and June of two thousand and twenty-one, at the Federal Institute of Education, Science and Technology of Mato Grosso. Given the impossibility of face-to-face pedagogical experience, the question emerged: How to approach the teaching of the Spanish Language with young people and adolescents during the Emergency Remote Learning, from a dialogical and meaningful perspective? Narrative Research (CLADINNIN; CONNELLY, 2011) was chosen as the method to investigate the classroom practice. The answers presented by the research participants allow us to affirm that the developed approach was based on dialog and succeeded in reaching/touching the students, since it constitutes an experience. It is possible to affirm that they gave meaning to the production of Podcasts while they were learning Spanish as a second language.En este texto se narran experiencias. El suceso se dio entre marzo de dos mil veinte y junio de dos mil veintiún, en aulas de clases virtuales del Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso. La propuesta didáctica se desarrolló en la asignatura de Lengua Española IV. Ante la imposibilidad de compartir personalmente con los estudiantes en aula de clases, se elaboró la pregunta: Cómo dar un enfoque a la enseñanza de Lengua Española con jóvenes y adolescentes, en tiempos del aprendizaje conectado y remoto, ¿bajo una mirada dialógica y significativa? Se eligió método para la investigación de la práctica, la Investigación Narrativa (CLADINNIN; CONNELLY, 2011). Las respuestas presentadas por los participantes permiten afirmar que el enfoque se pautó en la dilogía y logró alcanzar/tocar a estudiantes, por lo tanto, configuróse como experiencia.Neste texto constam experiências laboradas entre março de dois mil e vinte e junho de dois e vinte e um, no âmbito do Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso. Delinearam-se na seara da disciplina de Língua Espanhola IV. Ante a impossibilidade da vivência pedagógica presencial emergiu a pergunta: Como abordar o ensino de Língua Espanhola com jovens e adolescentes, na vigência do Ensino Remoto Emergencial, desde uma perspectiva dialógica e significativa? Elegeu-se como método para a investigação da prática em sala de aula a Pesquisa Narrativa (CLADINNIN; CONNELLY, 2011). As respostas apresentadas por participantes da pesquisa facultam afirmar que a abordagem elaborada se pautou na dialogia e logrou alcançar/tocar a estudantes, porquanto constitui-se como experiência. É factível afirmar que dotaram de significados a produção de Podcasts no percurso em que se dedicavam a aprender a Língua Espanhola, como segunda Língua.Revista Prática Docente2022-05-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionLanguagesLenguasLinguagensapplication/pdfhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/23610.23926/RPD.2022.v7.n2.e22049.id1447Revista Prática Docente (Journal Practice Teacher); Vol. 7 No. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22049Revista Prática Docente (Revista Práctica Docente); Vol. 7 Núm. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22049Revista Prática Docente; v. 7 n. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e220492526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/236/226Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessDalla-Nora, Giseli GomesGomes Evangelista, Edson2023-05-26T00:41:25Zoai:ojs2.periodicos.cfs.ifmt.edu.br:article/236Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2023-05-26T00:41:25Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false |
dc.title.none.fl_str_mv |
TELL ME HOW YOU TEACH, I'LL TELL YOU WHO YOU ARE: PODCASTS AND SPANISH LANGUAGE IN REMOTE TEACHING DI COMO ENSEÑAS, TE DIRÉ QUIÉN ERES: PODCASTS Y LENGUA ESPAÑOLA EN LA ENSEÑANZA REMOTA DIGA COMO ENSINAS, DIREI QUEM ÉS: PODCASTS E LÍNGUA ESPANHOLA NO ENSINO REMOTO |
title |
TELL ME HOW YOU TEACH, I'LL TELL YOU WHO YOU ARE: PODCASTS AND SPANISH LANGUAGE IN REMOTE TEACHING |
spellingShingle |
TELL ME HOW YOU TEACH, I'LL TELL YOU WHO YOU ARE: PODCASTS AND SPANISH LANGUAGE IN REMOTE TEACHING Dalla-Nora, Giseli Gomes Narrativas e experiências de aprendizagem Ensino Emergencial. Língua Estrangeira. Podcasts. Língua Estrangeira Podcasts Narratives and learning experiences Emergency teaching Foreign Language Podcasts Narrativas y experiencias de aprendizaje Enseñanza Remota Virtual Lengua Extranjera Podcasts |
title_short |
TELL ME HOW YOU TEACH, I'LL TELL YOU WHO YOU ARE: PODCASTS AND SPANISH LANGUAGE IN REMOTE TEACHING |
title_full |
TELL ME HOW YOU TEACH, I'LL TELL YOU WHO YOU ARE: PODCASTS AND SPANISH LANGUAGE IN REMOTE TEACHING |
title_fullStr |
TELL ME HOW YOU TEACH, I'LL TELL YOU WHO YOU ARE: PODCASTS AND SPANISH LANGUAGE IN REMOTE TEACHING |
title_full_unstemmed |
TELL ME HOW YOU TEACH, I'LL TELL YOU WHO YOU ARE: PODCASTS AND SPANISH LANGUAGE IN REMOTE TEACHING |
title_sort |
TELL ME HOW YOU TEACH, I'LL TELL YOU WHO YOU ARE: PODCASTS AND SPANISH LANGUAGE IN REMOTE TEACHING |
author |
Dalla-Nora, Giseli Gomes |
author_facet |
Dalla-Nora, Giseli Gomes Gomes Evangelista, Edson |
author_role |
author |
author2 |
Gomes Evangelista, Edson |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Dalla-Nora, Giseli Gomes Gomes Evangelista, Edson |
dc.subject.por.fl_str_mv |
Narrativas e experiências de aprendizagem Ensino Emergencial. Língua Estrangeira. Podcasts. Língua Estrangeira Podcasts Narratives and learning experiences Emergency teaching Foreign Language Podcasts Narrativas y experiencias de aprendizaje Enseñanza Remota Virtual Lengua Extranjera Podcasts |
topic |
Narrativas e experiências de aprendizagem Ensino Emergencial. Língua Estrangeira. Podcasts. Língua Estrangeira Podcasts Narratives and learning experiences Emergency teaching Foreign Language Podcasts Narrativas y experiencias de aprendizaje Enseñanza Remota Virtual Lengua Extranjera Podcasts |
description |
This text narrativizes experiences worked between March of two thousand and twenty and June of two thousand and twenty-one, at the Federal Institute of Education, Science and Technology of Mato Grosso. Given the impossibility of face-to-face pedagogical experience, the question emerged: How to approach the teaching of the Spanish Language with young people and adolescents during the Emergency Remote Learning, from a dialogical and meaningful perspective? Narrative Research (CLADINNIN; CONNELLY, 2011) was chosen as the method to investigate the classroom practice. The answers presented by the research participants allow us to affirm that the developed approach was based on dialog and succeeded in reaching/touching the students, since it constitutes an experience. It is possible to affirm that they gave meaning to the production of Podcasts while they were learning Spanish as a second language. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-05-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Languages Lenguas Linguagens |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/236 10.23926/RPD.2022.v7.n2.e22049.id1447 |
url |
https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/236 |
identifier_str_mv |
10.23926/RPD.2022.v7.n2.e22049.id1447 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/236/226 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Revista Prática Docente |
publisher.none.fl_str_mv |
Revista Prática Docente |
dc.source.none.fl_str_mv |
Revista Prática Docente (Journal Practice Teacher); Vol. 7 No. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22049 Revista Prática Docente (Revista Práctica Docente); Vol. 7 Núm. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22049 Revista Prática Docente; v. 7 n. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22049 2526-2149 reponame:Revista Prática Docente instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) instacron:IFMT |
instname_str |
Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
instacron_str |
IFMT |
institution |
IFMT |
reponame_str |
Revista Prática Docente |
collection |
Revista Prática Docente |
repository.name.fl_str_mv |
Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
repository.mail.fl_str_mv |
revistapraticadocente@cfs.ifmt.edu.br|| |
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