Critical tasks in action: the role of the teacher in the implementation of tasks designed from a critical perspective
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Ilha do Desterro |
Texto Completo: | https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2020v73n1p109 |
Resumo: | Based on the premise that teaching is a political act and that it is thus necessary to engage additional language students in the process of both linguistic and critical development (Crookes, 2013), this study aims at investigating the role of the teacher during the implementation of a cycle of tasks designed from the perspectives of the Task-based Approach (Ellis, 2003) and of Critical Pedagogy (Freire, 1996). According to Breen (2009), a task can be understood as a workplan which is modified and reinterpreted during its implementation. Samuda (2009) argues that one of the central roles of the teacher in task-based language teaching is to guide students in language processing so as to cater for linguistic development. In this sense, it is important to investigate the task as a process, that is, the strategies adopted by the teacher while implementing the task as a workplan. In order to do so, this study focuses on the reflexive diaries of the teacher-researcher, in which he describes and reflects upon the implementation of a critical cycle of tasks designed for a group of high school students in a Brazilian context. From the thematic analysis of the diaries, the theme ‘strategies’ could be identified, which demonstrates decisions that were taken by the teacher-researcher during implementation so as to: a) guarantee that the critical objective of the task would be met, b) guide the students’ attention to a specific topic (such as focus on form or the critical topic at hand), c) overcome technical and material difficulties and d) facilitate students’ learning process. The complexity involved in the implementation process of tasks designed from a critical perspective suggests the need for teachers to develop their critical reflexive skills in order to be able to make decisions that will be adequate for each specific educational context. |
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Critical tasks in action: the role of the teacher in the implementation of tasks designed from a critical perspectiveTarefas críticas em ação: o papel do professor na implementação de tarefas projetadas sob uma perspectiva críticaBased on the premise that teaching is a political act and that it is thus necessary to engage additional language students in the process of both linguistic and critical development (Crookes, 2013), this study aims at investigating the role of the teacher during the implementation of a cycle of tasks designed from the perspectives of the Task-based Approach (Ellis, 2003) and of Critical Pedagogy (Freire, 1996). According to Breen (2009), a task can be understood as a workplan which is modified and reinterpreted during its implementation. Samuda (2009) argues that one of the central roles of the teacher in task-based language teaching is to guide students in language processing so as to cater for linguistic development. In this sense, it is important to investigate the task as a process, that is, the strategies adopted by the teacher while implementing the task as a workplan. In order to do so, this study focuses on the reflexive diaries of the teacher-researcher, in which he describes and reflects upon the implementation of a critical cycle of tasks designed for a group of high school students in a Brazilian context. From the thematic analysis of the diaries, the theme ‘strategies’ could be identified, which demonstrates decisions that were taken by the teacher-researcher during implementation so as to: a) guarantee that the critical objective of the task would be met, b) guide the students’ attention to a specific topic (such as focus on form or the critical topic at hand), c) overcome technical and material difficulties and d) facilitate students’ learning process. The complexity involved in the implementation process of tasks designed from a critical perspective suggests the need for teachers to develop their critical reflexive skills in order to be able to make decisions that will be adequate for each specific educational context.Com base na premissa de que o ensino é um ato político e, portanto, é necessário envolver mais estudantes de línguas no processo de desenvolvimento tanto linguístico quanto crítico (Crookes, 2013), este estudo tem como objetivo investigar o papel do professor durante a implementação do um ciclo de tarefas desenhadas a partir das perspectivas da Abordagem Baseada em Tarefas (Ellis, 2003) e da Pedagogia Crítica (Freire, 1996). Segundo Breen (2009), uma tarefa pode ser entendida como um plano de trabalho que é modificado e reinterpretado durante sua implementação. Samuda (2009) argumenta que um dos papéis centrais do professor no ensino de idiomas baseado em tarefas é orientar os alunos no processamento da linguagem, de modo a atender ao desenvolvimento linguístico. Nesse sentido, é importante investigar a tarefa como um processo, ou seja, as estratégias adotadas pelo professor na implementação da tarefa como um plano de trabalho. Para tanto, este estudo se concentra nos diários reflexivos do professor-pesquisador, nos quais ele descreve e reflete sobre a implementação de um ciclo crítico de tarefas destinadas a um grupo de estudantes do ensino médio no contexto brasileiro. A partir da análise temática dos diários, foi possível identificar o tema 'estratégias', o que demonstra as decisões tomadas pelo professor-pesquisador durante a implementação, de modo a: a) garantir que o objetivo crítico da tarefa seja atingido; b) orientar a atenção dos alunos para um tópico específico (como foco no formulário ou no tópico crítico em questão); c) superar dificuldades técnicas e materiais; e d) facilitar o processo de aprendizado dos alunos. A complexidade envolvida no processo de implementação de tarefas projetadas de uma perspectiva crítica sugere a necessidade de os professores desenvolverem suas habilidades reflexivas críticas para poder tomar decisões que serão adequadas para cada contexto educacional específico. UFSC2020-01-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2020v73n1p10910.5007/2175-8026.2020v73n1p109Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; Vol. 73 No. 1 (2020): Exploring Major Themes in Applied Linguistics: Local and Global Contexts; 109-128Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; v. 73 n. 1 (2020): Exploring Major Themes in Applied Linguistics: Local and Global Contexts; 109-1282175-80260101-4846reponame:Ilha do Desterroinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCenghttps://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2020v73n1p109/42479Copyright (c) 2020 Leonardo da Silva, Raquel Carolina Souza Ferraz D'Elyinfo:eu-repo/semantics/openAccessda Silva, Leonardo2020-03-30T14:08:57Zoai:periodicos.ufsc.br:article/66766Revistahttp://www.periodicos.ufsc.br/index.php/desterroPUBhttps://periodicos.ufsc.br/index.php/desterro/oaiilha@cce.ufsc.br||corseuil@cce.ufsc.br||ilhadodesterro@gmail.com2175-80260101-4846opendoar:2020-03-30T14:08:57Ilha do Desterro - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Critical tasks in action: the role of the teacher in the implementation of tasks designed from a critical perspective Tarefas críticas em ação: o papel do professor na implementação de tarefas projetadas sob uma perspectiva crítica |
title |
Critical tasks in action: the role of the teacher in the implementation of tasks designed from a critical perspective |
spellingShingle |
Critical tasks in action: the role of the teacher in the implementation of tasks designed from a critical perspective da Silva, Leonardo |
title_short |
Critical tasks in action: the role of the teacher in the implementation of tasks designed from a critical perspective |
title_full |
Critical tasks in action: the role of the teacher in the implementation of tasks designed from a critical perspective |
title_fullStr |
Critical tasks in action: the role of the teacher in the implementation of tasks designed from a critical perspective |
title_full_unstemmed |
Critical tasks in action: the role of the teacher in the implementation of tasks designed from a critical perspective |
title_sort |
Critical tasks in action: the role of the teacher in the implementation of tasks designed from a critical perspective |
author |
da Silva, Leonardo |
author_facet |
da Silva, Leonardo |
author_role |
author |
dc.contributor.author.fl_str_mv |
da Silva, Leonardo |
description |
Based on the premise that teaching is a political act and that it is thus necessary to engage additional language students in the process of both linguistic and critical development (Crookes, 2013), this study aims at investigating the role of the teacher during the implementation of a cycle of tasks designed from the perspectives of the Task-based Approach (Ellis, 2003) and of Critical Pedagogy (Freire, 1996). According to Breen (2009), a task can be understood as a workplan which is modified and reinterpreted during its implementation. Samuda (2009) argues that one of the central roles of the teacher in task-based language teaching is to guide students in language processing so as to cater for linguistic development. In this sense, it is important to investigate the task as a process, that is, the strategies adopted by the teacher while implementing the task as a workplan. In order to do so, this study focuses on the reflexive diaries of the teacher-researcher, in which he describes and reflects upon the implementation of a critical cycle of tasks designed for a group of high school students in a Brazilian context. From the thematic analysis of the diaries, the theme ‘strategies’ could be identified, which demonstrates decisions that were taken by the teacher-researcher during implementation so as to: a) guarantee that the critical objective of the task would be met, b) guide the students’ attention to a specific topic (such as focus on form or the critical topic at hand), c) overcome technical and material difficulties and d) facilitate students’ learning process. The complexity involved in the implementation process of tasks designed from a critical perspective suggests the need for teachers to develop their critical reflexive skills in order to be able to make decisions that will be adequate for each specific educational context. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-31 |
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 |
https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2020v73n1p109 10.5007/2175-8026.2020v73n1p109 |
url |
https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2020v73n1p109 |
identifier_str_mv |
10.5007/2175-8026.2020v73n1p109 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2020v73n1p109/42479 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Leonardo da Silva, Raquel Carolina Souza Ferraz D'Ely info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Leonardo da Silva, Raquel Carolina Souza Ferraz D'Ely |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
UFSC |
publisher.none.fl_str_mv |
UFSC |
dc.source.none.fl_str_mv |
Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; Vol. 73 No. 1 (2020): Exploring Major Themes in Applied Linguistics: Local and Global Contexts; 109-128 Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; v. 73 n. 1 (2020): Exploring Major Themes in Applied Linguistics: Local and Global Contexts; 109-128 2175-8026 0101-4846 reponame:Ilha do Desterro instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
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UFSC |
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UFSC |
reponame_str |
Ilha do Desterro |
collection |
Ilha do Desterro |
repository.name.fl_str_mv |
Ilha do Desterro - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
ilha@cce.ufsc.br||corseuil@cce.ufsc.br||ilhadodesterro@gmail.com |
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