Celpe-Bras washback effects in a Portuguese as an Additional Language didactic unit under the perspective of Multiliteracies
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Entrepalavras |
Texto Completo: | http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/1535 |
Resumo: | This paper aims to discuss the possible washback effects (PINHEIRO; QUEVEDO-CAMARGO, 2017; SCARAMUCCI, 2004; WALL, 1997) of the Certificate of Proficiency in Portuguese for Foreigners (Celpe-Bras) in the design of didactic units developed in a preparatory course of Portuguese as an Additional Language (PAL) for the Exchange Program for Undergraduate Students at a Brazilian public university. We assume that the main effect of this exam in the analyzed context reflects on an approach from the perspective of the Multiliteracies Studies (COPE; KALANTZIS, 2000; KALANTZIS; COPE, 2012). In order to fulfill this objective, upon a qualitative and interpretative analysis (FLICK, 2009), we propose to discuss a didactic unit directed to pre-PEC-G students, organized by the instructors of the course at that University, in order to investigate the impact of the examination on the design of this material. This research is justified by the need to point out materials for teaching PAL that diverge from the structuralist perspectives traditionally found in textbooks published in this area (BIZON, 2013; DELL’ISOLA et al., 2003). As conclusions, it was evidenced that, although there are points to be improved, the didactic unit analyzed here being guided by the assumptions of Celpe-Bras ended up being based on the Multiliteracy Pedagogy, thus overcoming the traditionalist notion of work with the language, markedly situational and structuralist as Bizon (2013) argues. In seeking to promote contextualized, situated and reflective learning for the learners in question, the unit corroborates the assertion that the retroactive effects of the exam can manifest in a most positive way (SCARAMUCCI, 2004), in this case, in didactic materials for teaching PAL. |
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Celpe-Bras washback effects in a Portuguese as an Additional Language didactic unit under the perspective of MultiliteraciesEfeitos retroativos do Celpe-Bras em unidade didática de Português Língua Adicional pela ótica dos MultiletramentosWashback effect. Portuguese as an Additional Language. Celpe-Bras.Efeito Retroativo. Português como Língua Adicional. Celpe-Bras.This paper aims to discuss the possible washback effects (PINHEIRO; QUEVEDO-CAMARGO, 2017; SCARAMUCCI, 2004; WALL, 1997) of the Certificate of Proficiency in Portuguese for Foreigners (Celpe-Bras) in the design of didactic units developed in a preparatory course of Portuguese as an Additional Language (PAL) for the Exchange Program for Undergraduate Students at a Brazilian public university. We assume that the main effect of this exam in the analyzed context reflects on an approach from the perspective of the Multiliteracies Studies (COPE; KALANTZIS, 2000; KALANTZIS; COPE, 2012). In order to fulfill this objective, upon a qualitative and interpretative analysis (FLICK, 2009), we propose to discuss a didactic unit directed to pre-PEC-G students, organized by the instructors of the course at that University, in order to investigate the impact of the examination on the design of this material. This research is justified by the need to point out materials for teaching PAL that diverge from the structuralist perspectives traditionally found in textbooks published in this area (BIZON, 2013; DELL’ISOLA et al., 2003). As conclusions, it was evidenced that, although there are points to be improved, the didactic unit analyzed here being guided by the assumptions of Celpe-Bras ended up being based on the Multiliteracy Pedagogy, thus overcoming the traditionalist notion of work with the language, markedly situational and structuralist as Bizon (2013) argues. In seeking to promote contextualized, situated and reflective learning for the learners in question, the unit corroborates the assertion that the retroactive effects of the exam can manifest in a most positive way (SCARAMUCCI, 2004), in this case, in didactic materials for teaching PAL.Este trabalho objetiva discutir os possíveis efeitos retroativos (PINHEIRO; QUEVEDO-CAMARGO, 2017; SCARAMUCCI, 2004; WALL, 1997) do Certificado de Proficiência em Língua Portuguesa para Estrangeiros (Celpe-Bras) no design de unidades didáticas elaboradas no curso de Português Língua Adicional (PLA) preparatório para o Programa Estudante-Convênio de Graduação em uma universidade pública brasileira. Partimos do princípio de que o principal efeito desse exame, no contexto analisado, reflete em uma abordagem sob a perspectiva dos Multiletramentos (COPE; KALANTZIS, 2000; KALANTZIS; COPE, 2012). Para cumprir tal objetivo, propomos discutir, a partir de uma análise qualitativa e interpretativista (FLICK, 2009), uma unidade didática organizada por uma equipe de professores do referido curso, a fim de investigar o impacto do exame sobre o design deste material. A pesquisa se justifica pela necessidade de apontar materiais para o ensino de PLA que divergem de perspectivas estruturalistas tradicionalmente encontradas em livros didáticos publicados nessa área (BIZON, 2013). Entre as conclusões alcançadas, evidenciou-se que, ainda que existam pontos a serem melhorados, a unidade didática aqui analisada, ao se orientar pelos pressupostos do Celpe-Bras, apresenta-se fundamentada na Pedagogia dos Multiletramentos, superando a noção tradicionalista de trabalho com a linguagem, de cunho marcadamente situacional e estruturalista de que trata Bizon (2013). Ao buscar promover a aprendizagem contextualizada, situada e reflexiva para os aprendizes em questão, a unidade corrobora para afirmação de que os efeitos retroativos do exame podem se manifestar de maneira majoritariamente positiva (SCARAMUCCI, 2004), neste caso, em materiais didáticos para o ensino de PLA.Universidade Federal do CearáLopez, Ana Paula de Araujode Mello, Ana Paula RezendeSantos, Camila de Souza2019-10-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/153510.22168/2237-6321-31535Entrepalavras; v. 9, n. 3 (9); 403-420Entrepalavras; v. 9, n. 3 (9); 403-420Entrepalavras; v. 9, n. 3 (9); 403-420Entrepalavras; v. 9, n. 3 (9); 403-420Entrepalavras; v. 9, n. 3 (9); 403-4202237-6321reponame:Entrepalavrasinstname:Universidade Federal do Ceará (UFC)instacron:UFCporhttp://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/1535/631http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/downloadSuppFile/1535/80Direitos autorais 2019 Entrepalavrasinfo:eu-repo/semantics/openAccess2019-12-23T04:16:37Zoai:ojs.localhost:article/1535Revistahttp://www.entrepalavras.ufc.br/revista/index.php/Revista/indexPUBhttp://www.entrepalavras.ufc.br/revista/index.php/Revista/oaiwebmaster@entrepalavras.ufc.br||editor@entrepalavras.ufc.br2237-63212237-6321opendoar:2019-12-23T04:16:37Entrepalavras - Universidade Federal do Ceará (UFC)false |
dc.title.none.fl_str_mv |
Celpe-Bras washback effects in a Portuguese as an Additional Language didactic unit under the perspective of Multiliteracies Efeitos retroativos do Celpe-Bras em unidade didática de Português Língua Adicional pela ótica dos Multiletramentos |
title |
Celpe-Bras washback effects in a Portuguese as an Additional Language didactic unit under the perspective of Multiliteracies |
spellingShingle |
Celpe-Bras washback effects in a Portuguese as an Additional Language didactic unit under the perspective of Multiliteracies Lopez, Ana Paula de Araujo Washback effect. Portuguese as an Additional Language. Celpe-Bras. Efeito Retroativo. Português como Língua Adicional. Celpe-Bras. |
title_short |
Celpe-Bras washback effects in a Portuguese as an Additional Language didactic unit under the perspective of Multiliteracies |
title_full |
Celpe-Bras washback effects in a Portuguese as an Additional Language didactic unit under the perspective of Multiliteracies |
title_fullStr |
Celpe-Bras washback effects in a Portuguese as an Additional Language didactic unit under the perspective of Multiliteracies |
title_full_unstemmed |
Celpe-Bras washback effects in a Portuguese as an Additional Language didactic unit under the perspective of Multiliteracies |
title_sort |
Celpe-Bras washback effects in a Portuguese as an Additional Language didactic unit under the perspective of Multiliteracies |
author |
Lopez, Ana Paula de Araujo |
author_facet |
Lopez, Ana Paula de Araujo de Mello, Ana Paula Rezende Santos, Camila de Souza |
author_role |
author |
author2 |
de Mello, Ana Paula Rezende Santos, Camila de Souza |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Lopez, Ana Paula de Araujo de Mello, Ana Paula Rezende Santos, Camila de Souza |
dc.subject.por.fl_str_mv |
Washback effect. Portuguese as an Additional Language. Celpe-Bras. Efeito Retroativo. Português como Língua Adicional. Celpe-Bras. |
topic |
Washback effect. Portuguese as an Additional Language. Celpe-Bras. Efeito Retroativo. Português como Língua Adicional. Celpe-Bras. |
description |
This paper aims to discuss the possible washback effects (PINHEIRO; QUEVEDO-CAMARGO, 2017; SCARAMUCCI, 2004; WALL, 1997) of the Certificate of Proficiency in Portuguese for Foreigners (Celpe-Bras) in the design of didactic units developed in a preparatory course of Portuguese as an Additional Language (PAL) for the Exchange Program for Undergraduate Students at a Brazilian public university. We assume that the main effect of this exam in the analyzed context reflects on an approach from the perspective of the Multiliteracies Studies (COPE; KALANTZIS, 2000; KALANTZIS; COPE, 2012). In order to fulfill this objective, upon a qualitative and interpretative analysis (FLICK, 2009), we propose to discuss a didactic unit directed to pre-PEC-G students, organized by the instructors of the course at that University, in order to investigate the impact of the examination on the design of this material. This research is justified by the need to point out materials for teaching PAL that diverge from the structuralist perspectives traditionally found in textbooks published in this area (BIZON, 2013; DELL’ISOLA et al., 2003). As conclusions, it was evidenced that, although there are points to be improved, the didactic unit analyzed here being guided by the assumptions of Celpe-Bras ended up being based on the Multiliteracy Pedagogy, thus overcoming the traditionalist notion of work with the language, markedly situational and structuralist as Bizon (2013) argues. In seeking to promote contextualized, situated and reflective learning for the learners in question, the unit corroborates the assertion that the retroactive effects of the exam can manifest in a most positive way (SCARAMUCCI, 2004), in this case, in didactic materials for teaching PAL. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-10-15 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/1535 10.22168/2237-6321-31535 |
url |
http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/1535 |
identifier_str_mv |
10.22168/2237-6321-31535 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/1535/631 http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/downloadSuppFile/1535/80 |
dc.rights.driver.fl_str_mv |
Direitos autorais 2019 Entrepalavras info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2019 Entrepalavras |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Ceará |
publisher.none.fl_str_mv |
Universidade Federal do Ceará |
dc.source.none.fl_str_mv |
Entrepalavras; v. 9, n. 3 (9); 403-420 Entrepalavras; v. 9, n. 3 (9); 403-420 Entrepalavras; v. 9, n. 3 (9); 403-420 Entrepalavras; v. 9, n. 3 (9); 403-420 Entrepalavras; v. 9, n. 3 (9); 403-420 2237-6321 reponame:Entrepalavras instname:Universidade Federal do Ceará (UFC) instacron:UFC |
instname_str |
Universidade Federal do Ceará (UFC) |
instacron_str |
UFC |
institution |
UFC |
reponame_str |
Entrepalavras |
collection |
Entrepalavras |
repository.name.fl_str_mv |
Entrepalavras - Universidade Federal do Ceará (UFC) |
repository.mail.fl_str_mv |
webmaster@entrepalavras.ufc.br||editor@entrepalavras.ufc.br |
_version_ |
1798329730231959552 |