La séquence didactique!... Du “Alors” d’une histoire qui ne dit rien… au “Vraiment?”d’un récit (didactologique) bien (dé)terminé
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://ojs.letras.up.pt/index.php/int/article/view/4086 |
Resumo: | The adoption in this paper of the labovian formula « So what? ».That verbalizes the question asked in a narrative... that says nothing, allows us to stress that in language-culture class, students often ask the same question, because when asked what they have learned, they are unable to construct a narrative, since, as commonly say especially learners in secondary education in Portugal, most often, French Foreign Language classes-culture are disconnected. The didactic sequence of FFL and Culture class (French) has gone through different frames according to canonical methodologies that have prevailed in recent decades. In this paper, we propose, first, a brief flashback in order to understand the principles that are at the origin of this concept in education in languages, cultures, and then to show inconsistencies between the current discourse, especially of « programmatic order, on the class language-culture, which refer to high-performance technological resources, namely according to the relevant European educational recommendations and the classroom practices that adopt fast. At last, we propose a prototypical perspective of didactic sequences as didactic scenarios with a multimedia and multimodal feature in language-culture class, in order to allow the emergence of the phrase « Really? » instead of « so what? ». |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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La séquence didactique!... Du “Alors” d’une histoire qui ne dit rien… au “Vraiment?”d’un récit (didactologique) bien (dé)terminéThe adoption in this paper of the labovian formula « So what? ».That verbalizes the question asked in a narrative... that says nothing, allows us to stress that in language-culture class, students often ask the same question, because when asked what they have learned, they are unable to construct a narrative, since, as commonly say especially learners in secondary education in Portugal, most often, French Foreign Language classes-culture are disconnected. The didactic sequence of FFL and Culture class (French) has gone through different frames according to canonical methodologies that have prevailed in recent decades. In this paper, we propose, first, a brief flashback in order to understand the principles that are at the origin of this concept in education in languages, cultures, and then to show inconsistencies between the current discourse, especially of « programmatic order, on the class language-culture, which refer to high-performance technological resources, namely according to the relevant European educational recommendations and the classroom practices that adopt fast. At last, we propose a prototypical perspective of didactic sequences as didactic scenarios with a multimedia and multimodal feature in language-culture class, in order to allow the emergence of the phrase « Really? » instead of « so what? ».FLUP2018-05-21info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://ojs.letras.up.pt/index.php/int/article/view/4086Intercâmbio: Revue d’Études Françaises=French Studies Journal; N.º 7 (2014): Intercâmbio; 49-730873-366Xreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://ojs.letras.up.pt/index.php/int/article/view/4086https://ojs.letras.up.pt/index.php/int/article/view/4086/3827Direitos de Autor (c) 2018 Intercâmbio: Revue d’Études Françaises=French Studies Journalinfo:eu-repo/semantics/openAccessTavares, Clara FerrãoSilva, Jacques daSilva, Marlene da Silva e2023-02-04T07:51:27Zoai:ojs.letras.up.pt/ojs:article/4086Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:15:50.990217Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
La séquence didactique!... Du “Alors” d’une histoire qui ne dit rien… au “Vraiment?”d’un récit (didactologique) bien (dé)terminé |
title |
La séquence didactique!... Du “Alors” d’une histoire qui ne dit rien… au “Vraiment?”d’un récit (didactologique) bien (dé)terminé |
spellingShingle |
La séquence didactique!... Du “Alors” d’une histoire qui ne dit rien… au “Vraiment?”d’un récit (didactologique) bien (dé)terminé Tavares, Clara Ferrão |
title_short |
La séquence didactique!... Du “Alors” d’une histoire qui ne dit rien… au “Vraiment?”d’un récit (didactologique) bien (dé)terminé |
title_full |
La séquence didactique!... Du “Alors” d’une histoire qui ne dit rien… au “Vraiment?”d’un récit (didactologique) bien (dé)terminé |
title_fullStr |
La séquence didactique!... Du “Alors” d’une histoire qui ne dit rien… au “Vraiment?”d’un récit (didactologique) bien (dé)terminé |
title_full_unstemmed |
La séquence didactique!... Du “Alors” d’une histoire qui ne dit rien… au “Vraiment?”d’un récit (didactologique) bien (dé)terminé |
title_sort |
La séquence didactique!... Du “Alors” d’une histoire qui ne dit rien… au “Vraiment?”d’un récit (didactologique) bien (dé)terminé |
author |
Tavares, Clara Ferrão |
author_facet |
Tavares, Clara Ferrão Silva, Jacques da Silva, Marlene da Silva e |
author_role |
author |
author2 |
Silva, Jacques da Silva, Marlene da Silva e |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Tavares, Clara Ferrão Silva, Jacques da Silva, Marlene da Silva e |
description |
The adoption in this paper of the labovian formula « So what? ».That verbalizes the question asked in a narrative... that says nothing, allows us to stress that in language-culture class, students often ask the same question, because when asked what they have learned, they are unable to construct a narrative, since, as commonly say especially learners in secondary education in Portugal, most often, French Foreign Language classes-culture are disconnected. The didactic sequence of FFL and Culture class (French) has gone through different frames according to canonical methodologies that have prevailed in recent decades. In this paper, we propose, first, a brief flashback in order to understand the principles that are at the origin of this concept in education in languages, cultures, and then to show inconsistencies between the current discourse, especially of « programmatic order, on the class language-culture, which refer to high-performance technological resources, namely according to the relevant European educational recommendations and the classroom practices that adopt fast. At last, we propose a prototypical perspective of didactic sequences as didactic scenarios with a multimedia and multimodal feature in language-culture class, in order to allow the emergence of the phrase « Really? » instead of « so what? ». |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-05-21 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.letras.up.pt/index.php/int/article/view/4086 |
url |
https://ojs.letras.up.pt/index.php/int/article/view/4086 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.letras.up.pt/index.php/int/article/view/4086 https://ojs.letras.up.pt/index.php/int/article/view/4086/3827 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2018 Intercâmbio: Revue d’Études Françaises=French Studies Journal info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2018 Intercâmbio: Revue d’Études Françaises=French Studies Journal |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
FLUP |
publisher.none.fl_str_mv |
FLUP |
dc.source.none.fl_str_mv |
Intercâmbio: Revue d’Études Françaises=French Studies Journal; N.º 7 (2014): Intercâmbio; 49-73 0873-366X reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799130613133869056 |