The same theoretical perspective influenced by different feelings: the subjective preferences on the development of didactic sequences in the PIBID of the English Language

Detalhes bibliográficos
Autor(a) principal: Espuri, Paulo Henrique
Data de Publicação: 2015
Outros Autores: Rios Registro, Eliane Segati
Tipo de documento: Artigo
Idioma: por
Título da fonte: Fórum Linguístico
Texto Completo: https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2015v12n2p714
Resumo: Considering the influences exerted by the conceptions of language and text, as well as the subjective references upon the development of didactic sequences, by means of this qualitative research that generated this article, we have tried to comprehend how the subjective impressions (SILVA, 2008) of the research participants, scholarship students of the Initiation to Teaching Program (ITP) of a university from Northern Paraná State, Brazil, have influenced the choice and development of the activities proposed for the tale genre in the English language. For that, we have followed the theoretical and methodological ISD concepts (BRONCKART, 2009) of didactic sequences (DOLZ; SCHNEUWLY, 2004) of the tale genre in the English language (RIOS-REGISTRO; CRISTOVAO, 2013), so in the end we could present the global text plan (BRONCKART, 2009). This allowed us to point out the content of the analyzed didactic sequences, comprehending the relation between the subjective activities and impressions materialized in the focal group (SERVO; ARAUJO, 2012) carried out with students of the Program. The results show the didactic sequences were strongly influenced by their developers' subjective preferences.
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spelling The same theoretical perspective influenced by different feelings: the subjective preferences on the development of didactic sequences in the PIBID of the English LanguageUna misma mirada teórica influenciada por las diferentes formas de sentir: preferencias subjetivas en el desarrollo de secuencias didácticas en el PIBID de la Lengua InglesaUm mesmo olhar teórico influenciado pelas diferentes formas de sentir: as preferências subjetivas no desenvolvimento de sequências didáticas no PIBID de Língua InglesaConsidering the influences exerted by the conceptions of language and text, as well as the subjective references upon the development of didactic sequences, by means of this qualitative research that generated this article, we have tried to comprehend how the subjective impressions (SILVA, 2008) of the research participants, scholarship students of the Initiation to Teaching Program (ITP) of a university from Northern Paraná State, Brazil, have influenced the choice and development of the activities proposed for the tale genre in the English language. For that, we have followed the theoretical and methodological ISD concepts (BRONCKART, 2009) of didactic sequences (DOLZ; SCHNEUWLY, 2004) of the tale genre in the English language (RIOS-REGISTRO; CRISTOVAO, 2013), so in the end we could present the global text plan (BRONCKART, 2009). This allowed us to point out the content of the analyzed didactic sequences, comprehending the relation between the subjective activities and impressions materialized in the focal group (SERVO; ARAUJO, 2012) carried out with students of the Program. The results show the didactic sequences were strongly influenced by their developers' subjective preferences.Teniendo en cuenta la influencia de las concepciones de la lengua y los textos, así como la referencia subjetiva al desarrollar secuencias didácticas, buscamos, en esta investigación cualitativa que genera este artigo, entender el grado en que las impresiones subjetivas (SILVA, 2008) de participantes en la investigación, los becarios del Programa de Iniciación para la Enseñanza (PIBID) de una universidad ubicada en el norte de Paraná, influyó en la elección y el desarrollo de las actividades propuestas para el cuento género en Inglés. Con este fin, nos apoyamos en los conceptos teóricos y metodológicos de ISD (BRONCKART, 2009) de las secuencias de enseñanza (DOLZ; SCHNEUWLY, 2004) género cuento en Inglés (RIOS-REGISTRO; CRISTOVÃO, 2013) por lo que, finalmente, a fin de presentar el plan textual global (BRONKCART, 2009), lo que permitió apuntar el contenido de secuencias didácticas analizadas en, la comprensión de la relación entre las actividades y las impresiones subjetivas, materializadas en el grupo de enfoque (SERVO; ARAÚJO, 2012) con los becarios del programa. Los resultados demuestran que las secuencias de enseñanza fueron fuertemente influenciadas por las preferencias subjetivas de sus desarrolladores.Considerando as influências exercidas pelas concepções de linguagem e de texto, bem como as referências subjetivas no momento do desenvolvimento de sequências didáticas, buscamos, na pesquisa de cunho qualitativo que originou o presente artigo, compreender até que ponto as impressões subjetivas (SILVA, 2008) dos participantes do estudo, bolsistas do Programa de Iniciação à Docência (Pibid) de uma universidade localizada no norte do Paraná, influenciaram na escolha e no desenvolvimento das atividades propostas para o gênero conto em Língua Inglesa. Para tanto, apoiamo-nos nos conceitos teóricos e metodológicos do Interacionismo Sociodiscursivo (BRONCKART, 2009) e das sequências didáticas (DOLZ; SCHNEUWLY, 2004) do gênero conto em língua inglesa (RIOS-REGISTRO; CRISTOVÃO, 2013), para apresentar, por fim, o plano textual global (BRONKCART, 2009), o qual possibilitou apontar o conteúdo das sequências didáticas analisadas, compreendendo a relação entre atividades e impressões subjetivas materializadas no grupo focal (SERVO; ARAÚJO, 2012), realizado com as bolsistas do Programa. Os resultados demonstram que as sequências didáticas foram fortemente influenciadas pelas preferências subjetivas de suas desenvolvedoras.Programa de Pós-Graduação em Linguística - UFSC2015-08-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionavaliado por paresPesquisa qualitativaapplication/pdfhttps://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2015v12n2p71410.5007/1984-8412.2015v12n2p714Fórum Linguístico; Vol. 12 No. 2 (2015); 714-729Fórum Linguístico; Vol. 12 Núm. 2 (2015); 714-729Fórum Linguístico; v. 12 n. 2 (2015); 714-7291984-84121415-8698reponame:Fórum Linguísticoinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2015v12n2p714/30020Copyright (c) 2015 Fórum Linguísticoinfo:eu-repo/semantics/openAccessEspuri, Paulo HenriqueRios Registro, Eliane Segati2017-09-05T18:36:48Zoai:periodicos.ufsc.br:article/35340Revistahttps://periodicos.ufsc.br/index.php/forum/indexPUBhttps://periodicos.ufsc.br/index.php/forum/oaiportaldeperiodicos.bu@contato.ufsc.br || atilio.butturi@ufsc.br1984-84121984-8412opendoar:2023-01-12T16:40:23.925797Fórum Linguístico - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv The same theoretical perspective influenced by different feelings: the subjective preferences on the development of didactic sequences in the PIBID of the English Language
Una misma mirada teórica influenciada por las diferentes formas de sentir: preferencias subjetivas en el desarrollo de secuencias didácticas en el PIBID de la Lengua Inglesa
Um mesmo olhar teórico influenciado pelas diferentes formas de sentir: as preferências subjetivas no desenvolvimento de sequências didáticas no PIBID de Língua Inglesa
title The same theoretical perspective influenced by different feelings: the subjective preferences on the development of didactic sequences in the PIBID of the English Language
spellingShingle The same theoretical perspective influenced by different feelings: the subjective preferences on the development of didactic sequences in the PIBID of the English Language
Espuri, Paulo Henrique
title_short The same theoretical perspective influenced by different feelings: the subjective preferences on the development of didactic sequences in the PIBID of the English Language
title_full The same theoretical perspective influenced by different feelings: the subjective preferences on the development of didactic sequences in the PIBID of the English Language
title_fullStr The same theoretical perspective influenced by different feelings: the subjective preferences on the development of didactic sequences in the PIBID of the English Language
title_full_unstemmed The same theoretical perspective influenced by different feelings: the subjective preferences on the development of didactic sequences in the PIBID of the English Language
title_sort The same theoretical perspective influenced by different feelings: the subjective preferences on the development of didactic sequences in the PIBID of the English Language
author Espuri, Paulo Henrique
author_facet Espuri, Paulo Henrique
Rios Registro, Eliane Segati
author_role author
author2 Rios Registro, Eliane Segati
author2_role author
dc.contributor.author.fl_str_mv Espuri, Paulo Henrique
Rios Registro, Eliane Segati
description Considering the influences exerted by the conceptions of language and text, as well as the subjective references upon the development of didactic sequences, by means of this qualitative research that generated this article, we have tried to comprehend how the subjective impressions (SILVA, 2008) of the research participants, scholarship students of the Initiation to Teaching Program (ITP) of a university from Northern Paraná State, Brazil, have influenced the choice and development of the activities proposed for the tale genre in the English language. For that, we have followed the theoretical and methodological ISD concepts (BRONCKART, 2009) of didactic sequences (DOLZ; SCHNEUWLY, 2004) of the tale genre in the English language (RIOS-REGISTRO; CRISTOVAO, 2013), so in the end we could present the global text plan (BRONCKART, 2009). This allowed us to point out the content of the analyzed didactic sequences, comprehending the relation between the subjective activities and impressions materialized in the focal group (SERVO; ARAUJO, 2012) carried out with students of the Program. The results show the didactic sequences were strongly influenced by their developers' subjective preferences.
publishDate 2015
dc.date.none.fl_str_mv 2015-08-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
avaliado por pares
Pesquisa qualitativa
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2015v12n2p714
10.5007/1984-8412.2015v12n2p714
url https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2015v12n2p714
identifier_str_mv 10.5007/1984-8412.2015v12n2p714
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2015v12n2p714/30020
dc.rights.driver.fl_str_mv Copyright (c) 2015 Fórum Linguístico
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2015 Fórum Linguístico
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística - UFSC
publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística - UFSC
dc.source.none.fl_str_mv Fórum Linguístico; Vol. 12 No. 2 (2015); 714-729
Fórum Linguístico; Vol. 12 Núm. 2 (2015); 714-729
Fórum Linguístico; v. 12 n. 2 (2015); 714-729
1984-8412
1415-8698
reponame:Fórum Linguístico
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Fórum Linguístico
collection Fórum Linguístico
repository.name.fl_str_mv Fórum Linguístico - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv portaldeperiodicos.bu@contato.ufsc.br || atilio.butturi@ufsc.br
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