Literature in focus: comprehension and didactic practices in Foreign Language teacher training in foreign languages

Detalhes bibliográficos
Autor(a) principal: Amaro, Viviana
Data de Publicação: 2022
Outros Autores: Cortez, Mariana, Martiny, Franciele Maria
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Entretextos
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/44888
Resumo: This article discusses panish teacher’s development teacher development the formation in “Letras – Espanhol e Português como Línguas Estrangeiras” career in a university located in the region of the triple border (Argentina, Brazil and Paraguay). The qualitative research problematized how the future teachersteachesr understands artistic expressions as a way of teaching and methodological approachesodds for future teaching interventions. The research focused on the analysis of the Literature and Teaching students’ reading path; the shared study of two theoretical-methodological proposals: literary literacy (COSSON, 2006, 2014) and the reading circle (CHAMBERS, 2007a, 2007b); and lesson the work plans for teaching practices. The material was collected consists of from the study about audiovisual material produced by the students: 1) the reader path, which goal was to know the students' repertoiresrepertory and 2) video lessons videoclass, using literature in foreign language classes.  The Data analysis reveals that led family’s influence on initial contact with literature and the role of the basic school in the formation of the literary reader.  In addition, we observed verified in the video lessons classes the teachers’ change of perspective in connection with literature’s presence in foreign language classes, since we considered artistic manifestations beyond the study of grammar or as a cultural curiosity.
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spelling Literature in focus: comprehension and didactic practices in Foreign Language teacher training in foreign languagesLa literatura en cuestión: comprensión y prácticas didácticas en la formación de docentes de lenguasLiteratura em foco: compreensão e práticas didáticas na formação docente em línguas estrangeirasLiterature. Teacher Education. Teacher Training. Foreign Languages’ Teaching.Literatura. Formação docente. Ensino de línguas estrangeiras.This article discusses panish teacher’s development teacher development the formation in “Letras – Espanhol e Português como Línguas Estrangeiras” career in a university located in the region of the triple border (Argentina, Brazil and Paraguay). The qualitative research problematized how the future teachersteachesr understands artistic expressions as a way of teaching and methodological approachesodds for future teaching interventions. The research focused on the analysis of the Literature and Teaching students’ reading path; the shared study of two theoretical-methodological proposals: literary literacy (COSSON, 2006, 2014) and the reading circle (CHAMBERS, 2007a, 2007b); and lesson the work plans for teaching practices. The material was collected consists of from the study about audiovisual material produced by the students: 1) the reader path, which goal was to know the students' repertoiresrepertory and 2) video lessons videoclass, using literature in foreign language classes.  The Data analysis reveals that led family’s influence on initial contact with literature and the role of the basic school in the formation of the literary reader.  In addition, we observed verified in the video lessons classes the teachers’ change of perspective in connection with literature’s presence in foreign language classes, since we considered artistic manifestations beyond the study of grammar or as a cultural curiosity.Este artículo analiza la formación de los profesorados deen lenguas - Español y Portugués como lenguas extranjeras en una Universidad ubicada en la región de la Triple Frontera (Argentina, Brasil y Paraguay). La investigación cualitativa cuestionó cómo el futuro docente entiende las expresiones artísticas como objeto de enseñanza y las posibilidades metodológicas para futuras intervenciones en su práctica. El propósito de la investigación estuvo en el análisis de la trayectoria lectora de los estudiantes de la cátedra de Literatura y Enseñanza; el estudio compartido de dos propuestas teórico-metodológicas: literacidad literaria (COSSON, 2006, 2014) y círculo de lectura (CHAMBERS, 2007a, 2007b); y el plan de trabajo para las prácticas docentes. Los datos se recogieron a partir del estudio de material audiovisual elaborado por los alumnos: 1) ruta del lector, que tenía como objetivo conocer el repertorio de los alumnos y 2) videoclase, utilizando la literatura en el aula de lengua extranjera. El análisis de los resultados reveló la influencia de la familia en el contacto inicial con la literatura y el papel de la escuela primaria en la formación del lector literario. Además, comprobamos en laslos videoclases presentadaos el cambio de perspectiva de los futuros docentes en relación acon la presencia de la Literatura en las clases de lengua extranjera, ya que consideraban manifestaciones artísticas más allá del estudio de la gramática o como una curiosidad cultural.Este artigo discute a formação em Letras – espanhol e português como línguas estrangeiras em uma universidade localizada na região de tríplice fronteira (Argentina, Brasil e Paraguai). A pesquisa qualitativa problematizou como o futuro docente compreende as expressões artísticas como objeto de ensino e as possibilidades metodológicas para as futuras intervenções docentes. O foco da investigação recaiu sobre a análise do percurso leitor dos estudantes da disciplina Literatura e Ensino. O estudo compartilhado de duas propostas teórico-metodológicas: letramento literário (COSSON, 2006, 2014) e círculo de leitura (CHAMBERS, 2007a, 2007b); e o plano de trabalho para as práticas de ensino. O material foi coletado a partir do estudo do material audiovisual produzido pelos discentes: 1) percurso leitor, que tinha como objetivo conhecer o repertório dos estudantes e 2) videoaula, utilizando a literatura nas aulas de línguas estrangeiras.  A análise dos dados revelou a influência da família no contato inicial com a literatura e o papel da escola básica na formação do leitor literário. Além disso, verificamos nas videoaulas apresentadas a mudança de perspectiva dos professores em relação à presença da Literatura em aulas de línguas estrangeiras, já que consideraram as manifestações artísticas para além do estudo da gramática ou como curiosidade cultural.Universidade Estadual de Londrina2022-07-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/4488810.5433/1519-5392.2022v22n1p145Entretextos; v. 22 n. 1 (2022); 145-1632764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/44888/32521Copyright (c) 2022 Entretextosinfo:eu-repo/semantics/openAccessAmaro, VivianaCortez, MarianaMartiny, Franciele Maria2022-07-11T16:24:48Zoai:ojs.pkp.sfu.ca:article/44888Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2022-07-11T16:24:48Revista Entretextos - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Literature in focus: comprehension and didactic practices in Foreign Language teacher training in foreign languages
La literatura en cuestión: comprensión y prácticas didácticas en la formación de docentes de lenguas
Literatura em foco: compreensão e práticas didáticas na formação docente em línguas estrangeiras
title Literature in focus: comprehension and didactic practices in Foreign Language teacher training in foreign languages
spellingShingle Literature in focus: comprehension and didactic practices in Foreign Language teacher training in foreign languages
Amaro, Viviana
Literature. Teacher Education. Teacher Training. Foreign Languages’ Teaching.
Literatura. Formação docente. Ensino de línguas estrangeiras.
title_short Literature in focus: comprehension and didactic practices in Foreign Language teacher training in foreign languages
title_full Literature in focus: comprehension and didactic practices in Foreign Language teacher training in foreign languages
title_fullStr Literature in focus: comprehension and didactic practices in Foreign Language teacher training in foreign languages
title_full_unstemmed Literature in focus: comprehension and didactic practices in Foreign Language teacher training in foreign languages
title_sort Literature in focus: comprehension and didactic practices in Foreign Language teacher training in foreign languages
author Amaro, Viviana
author_facet Amaro, Viviana
Cortez, Mariana
Martiny, Franciele Maria
author_role author
author2 Cortez, Mariana
Martiny, Franciele Maria
author2_role author
author
dc.contributor.author.fl_str_mv Amaro, Viviana
Cortez, Mariana
Martiny, Franciele Maria
dc.subject.por.fl_str_mv Literature. Teacher Education. Teacher Training. Foreign Languages’ Teaching.
Literatura. Formação docente. Ensino de línguas estrangeiras.
topic Literature. Teacher Education. Teacher Training. Foreign Languages’ Teaching.
Literatura. Formação docente. Ensino de línguas estrangeiras.
description This article discusses panish teacher’s development teacher development the formation in “Letras – Espanhol e Português como Línguas Estrangeiras” career in a university located in the region of the triple border (Argentina, Brazil and Paraguay). The qualitative research problematized how the future teachersteachesr understands artistic expressions as a way of teaching and methodological approachesodds for future teaching interventions. The research focused on the analysis of the Literature and Teaching students’ reading path; the shared study of two theoretical-methodological proposals: literary literacy (COSSON, 2006, 2014) and the reading circle (CHAMBERS, 2007a, 2007b); and lesson the work plans for teaching practices. The material was collected consists of from the study about audiovisual material produced by the students: 1) the reader path, which goal was to know the students' repertoiresrepertory and 2) video lessons videoclass, using literature in foreign language classes.  The Data analysis reveals that led family’s influence on initial contact with literature and the role of the basic school in the formation of the literary reader.  In addition, we observed verified in the video lessons classes the teachers’ change of perspective in connection with literature’s presence in foreign language classes, since we considered artistic manifestations beyond the study of grammar or as a cultural curiosity.
publishDate 2022
dc.date.none.fl_str_mv 2022-07-07
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dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/44888
10.5433/1519-5392.2022v22n1p145
url https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/44888
identifier_str_mv 10.5433/1519-5392.2022v22n1p145
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/44888/32521
dc.rights.driver.fl_str_mv Copyright (c) 2022 Entretextos
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Entretextos
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Entretextos; v. 22 n. 1 (2022); 145-163
2764-0809
1519-5392
reponame:Revista Entretextos
instname:Universidade Estadual de Londrina (UEL)
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instname_str Universidade Estadual de Londrina (UEL)
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reponame_str Revista Entretextos
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repository.name.fl_str_mv Revista Entretextos - Universidade Estadual de Londrina (UEL)
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