SUSTAINABLE ROUTES FOR THE TEACHING OF THE MOTHER LANGUAGE IN THE INITIAL SERIES
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Observatório |
Texto Completo: | https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/5128 |
Resumo: | The authors situate this research within the present educational changes that involve the practice of the teacher-pedagogue, as far as linguistic education is concerned, from the following problems: 1) How do 4th grade teachers of the elementary education incorporate concepts of language teaching as a set of varieties? 2) How would they use a specific lexicon about Amapaense’s discourse, to treat the notion of language as a set of varieties, considering the paradigm of sustainability in language education? In order to solve these problems, the following general objective was developed: -Analyze the teacher’s discourse about the practice of language instruction on linguistic variation at the 4th grade of the elementary education, based on the use of a specific lexicon of local discourse, considering the paradigm of sustainability in language teaching. To achieve this objective, an exploratory-analytical investigation was made, as well as a qualitative methodology of interpretative essence. The object’s specificity requires, in this case, the use of the theoretical-methodological contribution given by the Variance Sociolinguistics (VS), the Sociolinguistic Education (SE), and the sustainability in education, supported by Hargreaves and Fink, in addition to the United Nations Educational, Scientific and Cultural Organization (UNESCO), among others. For the speeches’ analysis, cutouts from the National Curricula Parameters for the Elementary Education and the Pedagogy Course Project from the Federal University of Amapá (UNIFAP) were used. For information collection, we opted for semi-structured interviews and data triangulation, documentary discourses and the generated material from the field work. Summarized hypotheses: i) pedagogical practices for language learning favor the depth, breadth and duration dimensions of educational sustainability; ii) despite the existence of specific works on the local discourse, within the State’s linguistic education there is not concern about teaching (or reflecting about the mother tongue), from local to universal/national, as suggested by the official documents. |
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SUSTAINABLE ROUTES FOR THE TEACHING OF THE MOTHER LANGUAGE IN THE INITIAL SERIESCAMINOS SOSTENIBLES PARA LA ENSEÑANZA DE LA LENGUA MATERNA EN LAS SERIES INICIALESCAMINOS SOSTENIBLES PARA LA ENSEÑANZA DE LA LENGUA MATERNA EN LAS SERIES INICIALESSustainable Linguistic EducationTeacher trainingTeacher’s Pedagogical PracticeLexiconTeachingSustainable Linguistic EducationTeacher trainingTeacher’s Pedagogical PracticeLexiconTeachingEducación Linguística SustentableFormación DocentePráctiva Pedagógica DocenteLéxicoEnseñanzaEducación Linguistica SutentableFormación DocentePráctica Pedagógica DocenteLéxicoEnseñanzaEducación Lingüística SustentableFormación DocentePráctiva Pedagógica DocenteLéxicoEnseñanzaEducación Lingüística SustentableFormación DocentePráctica Pedagógica DocenteLéxicoEnseñanzaThe authors situate this research within the present educational changes that involve the practice of the teacher-pedagogue, as far as linguistic education is concerned, from the following problems: 1) How do 4th grade teachers of the elementary education incorporate concepts of language teaching as a set of varieties? 2) How would they use a specific lexicon about Amapaense’s discourse, to treat the notion of language as a set of varieties, considering the paradigm of sustainability in language education? In order to solve these problems, the following general objective was developed: -Analyze the teacher’s discourse about the practice of language instruction on linguistic variation at the 4th grade of the elementary education, based on the use of a specific lexicon of local discourse, considering the paradigm of sustainability in language teaching. To achieve this objective, an exploratory-analytical investigation was made, as well as a qualitative methodology of interpretative essence. The object’s specificity requires, in this case, the use of the theoretical-methodological contribution given by the Variance Sociolinguistics (VS), the Sociolinguistic Education (SE), and the sustainability in education, supported by Hargreaves and Fink, in addition to the United Nations Educational, Scientific and Cultural Organization (UNESCO), among others. For the speeches’ analysis, cutouts from the National Curricula Parameters for the Elementary Education and the Pedagogy Course Project from the Federal University of Amapá (UNIFAP) were used. For information collection, we opted for semi-structured interviews and data triangulation, documentary discourses and the generated material from the field work. Summarized hypotheses: i) pedagogical practices for language learning favor the depth, breadth and duration dimensions of educational sustainability; ii) despite the existence of specific works on the local discourse, within the State’s linguistic education there is not concern about teaching (or reflecting about the mother tongue), from local to universal/national, as suggested by the official documents.Os autores situam essa pesquisa dentro das atuais mudanças educacionais que envolvem a prática do professor-pedagogo, no que se refere à educação linguística, a partir dos seguintes problemas: 1) Como incorporam ou incorporam conceitos de ensino de línguas como um todo? de variedades os professores da 4ª série do nível primário? 2) Como eles usariam um léxico específico sobre o discurso de Amapase, para tratar a noção de linguagem como um conjunto de variedades, considerando o paradigma da sustentabilidade na educação de línguas? Para resolver estes problemas o seguinte objetivo geral foi desenvolvido: - Analisar o discurso de ensino sobre a prática da língua de ensino sobre variação linguística na 4ª série do nível fundamental, a partir do uso de um léxico específico de discurso local, considerando o paradigma da sustentabilidade no ensino de idiomas. Para atingir este objetivo, foi realizada uma pesquisa exploratório-analítica, metodologia qualitativa e interpretação. A especificidade do objeto requer, neste caso, a teoria e metodologia contribuição Sociolingüística Variational (SV) e Sociolingüística Educação (SE) é usado, e para a sustentabilidade na educação, a contribuição de Hargreaves e Fink, mais Organização das Nações Unidas para a Educação, Ciência e Cultura (UNESCO), entre outros. Para a análise dos discursos, corta PCNEF Lusófona escolaridade inicial e ensinando Projeto Curso de Pedagogia UNIFAP são usados. Para a coleta de informações empíricas, optou-se por entrevistas semi-estruturadas e triangulação de dados, discursos documentários e gerados em trabalho de campo. As hipóteses são resumidas: i) as práticas pedagógicas para a aprendizagem de línguas favorecem as dimensões profundidade, amplitude e duração da sustentabilidade educacional; ii) apesar da existência de trabalhos específicos sobre a fala local, na educação linguística do Estado não há preocupação em ensinar (ou refletir sobre a língua materna), desde o local até alcançar o universal / nacional, sugerido por o PCNEF-LP (documentos oficiais).Las autoras sitúan esta investigación dentro de los presentes cambios educativos que involucran la práctica del maestro-pedagogo, en lo que concierne a la educación lingüística, a partir de los siguientes problemas: 1) ¿Cómo incorporan o incorporaron conceptos de enseñanza de lengua como conjunto de variedades los maestros de la 4ª serie del nivel primario? 2) ¿Cómo usarían ellos un léxico específico sobre el habla amapaense, para tratar la noción de lengua como conjunto de variedades, considerando el paradigma de sustentabilidad en la educación lingüística? Para dar solución a estos problemas se elaboró el siguiente objetivo general: - Analizar el discurso docente sobre la práctica de enseñanza de lengua, concerniente a variación lingüística, en la 4ª serie del nivel fundamental, a partir del uso de un léxico específico sobre el habla local, considerando el paradigma de sustentabilidad en la educación lingüística. Para alcanzar tal objetivo, se realizó una investigación exploratorio-analítica, de metodología cualitativa y de cuño interpretativo. La especificidad del objeto requiere, en este caso, que se utilice la contribución teórico-metodológica de la Sociolingüística Variacional (SV) y Sociolingüística Educacional (SE), y para la sustentabilidad en educación, el aporte de Hargreaves y de Fink, además de la Organización de las Naciones Unidas para Educación, Ciencia y Cultura (UNESCO), entre otros. Para el análisis de los discursos, se emplean recortes del PCNEF de lengua portuguesa de la escolaridad inicial y de los Proyectos Pedagógicos del Curso de Pedagogía de UNIFAP. Para la recolección de la información empírica, se optó por entrevistas semi-estructuradas y para la triangulación de datos, discursos documentales y el generado en trabajo de campo. Las hipótesis se resumen: i) las prácticas pedagógicas para el aprendizaje lingüístico favorecen las dimensiones profundidad, amplitud y duración de la sustentabilidad educativa; ii) a pesar de la existencia de obras específicas sobre el habla local, en la educación lingüística del Estado no existe preocupación por enseñar (ni reflexionar sobre la lengua materna), a partir de lo local para alcanzar lo universal/nacional, orientación sugerida por los PCNEF-LP (documentos oficiales).Universidade Federal do Tocantins - UFT2018-04-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontextoapplication/pdfapplication/epub+zipapplication/zipapplication/x-gzipapplication/ziphttps://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/512810.20873/uft.2447-4266.2018v4n2p516Observatory Journal; Vol. 4 No. 2 (2018): Vol. 4 N. 2 (2018) Estudos sobre a naturalização da cultura da violência na sociedade midiatizada Abr-Jun 2018; 516-538Observatorio Magazine; Vol. 4 Núm. 2 (2018): Vol. 4 N. 2 (2018) Estudos sobre a naturalização da cultura da violência na sociedade midiatizada Abr-Jun 2018; 516-538Observatoire Journal; Vol. 4 No. 2 (2018): Vol. 4 N. 2 (2018) Estudos sobre a naturalização da cultura da violência na sociedade midiatizada Abr-Jun 2018; 516-538Revista Observatório ; v. 4 n. 2 (2018): Vol. 4 N. 2 (2018) Estudos sobre a naturalização da cultura da violência na sociedade midiatizada Abr-Jun 2018; 516-5382447-426610.20873/uft.2447-4266.2018v4n2reponame:Revista Observatórioinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/5128/12754https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/5128/12803https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/5128/12824https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/5128/12845https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/5128/12866https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/5128/12887Século XX/XXICopyright (c) 2018 Revista Observatórioinfo:eu-repo/semantics/openAccessAraújo, Maria Zenaide Farias deSantos, Janete S.Difabio, Elbia Haydée2022-03-04T13:13:30Zoai:ojs.revista.uft.edu.br:article/5128Revistahttps://sistemas.uft.edu.br/periodicos/index.php/observatorio/oai2447-42662447-4266opendoar:2022-03-04T13:13:30Revista Observatório - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
SUSTAINABLE ROUTES FOR THE TEACHING OF THE MOTHER LANGUAGE IN THE INITIAL SERIES CAMINOS SOSTENIBLES PARA LA ENSEÑANZA DE LA LENGUA MATERNA EN LAS SERIES INICIALES CAMINOS SOSTENIBLES PARA LA ENSEÑANZA DE LA LENGUA MATERNA EN LAS SERIES INICIALES |
title |
SUSTAINABLE ROUTES FOR THE TEACHING OF THE MOTHER LANGUAGE IN THE INITIAL SERIES |
spellingShingle |
SUSTAINABLE ROUTES FOR THE TEACHING OF THE MOTHER LANGUAGE IN THE INITIAL SERIES Araújo, Maria Zenaide Farias de Sustainable Linguistic Education Teacher training Teacher’s Pedagogical Practice Lexicon Teaching Sustainable Linguistic Education Teacher training Teacher’s Pedagogical Practice Lexicon Teaching Educación Linguística Sustentable Formación Docente Práctiva Pedagógica Docente Léxico Enseñanza Educación Linguistica Sutentable Formación Docente Práctica Pedagógica Docente Léxico Enseñanza Educación Lingüística Sustentable Formación Docente Práctiva Pedagógica Docente Léxico Enseñanza Educación Lingüística Sustentable Formación Docente Práctica Pedagógica Docente Léxico Enseñanza |
title_short |
SUSTAINABLE ROUTES FOR THE TEACHING OF THE MOTHER LANGUAGE IN THE INITIAL SERIES |
title_full |
SUSTAINABLE ROUTES FOR THE TEACHING OF THE MOTHER LANGUAGE IN THE INITIAL SERIES |
title_fullStr |
SUSTAINABLE ROUTES FOR THE TEACHING OF THE MOTHER LANGUAGE IN THE INITIAL SERIES |
title_full_unstemmed |
SUSTAINABLE ROUTES FOR THE TEACHING OF THE MOTHER LANGUAGE IN THE INITIAL SERIES |
title_sort |
SUSTAINABLE ROUTES FOR THE TEACHING OF THE MOTHER LANGUAGE IN THE INITIAL SERIES |
author |
Araújo, Maria Zenaide Farias de |
author_facet |
Araújo, Maria Zenaide Farias de Santos, Janete S. Difabio, Elbia Haydée |
author_role |
author |
author2 |
Santos, Janete S. Difabio, Elbia Haydée |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Araújo, Maria Zenaide Farias de Santos, Janete S. Difabio, Elbia Haydée |
dc.subject.por.fl_str_mv |
Sustainable Linguistic Education Teacher training Teacher’s Pedagogical Practice Lexicon Teaching Sustainable Linguistic Education Teacher training Teacher’s Pedagogical Practice Lexicon Teaching Educación Linguística Sustentable Formación Docente Práctiva Pedagógica Docente Léxico Enseñanza Educación Linguistica Sutentable Formación Docente Práctica Pedagógica Docente Léxico Enseñanza Educación Lingüística Sustentable Formación Docente Práctiva Pedagógica Docente Léxico Enseñanza Educación Lingüística Sustentable Formación Docente Práctica Pedagógica Docente Léxico Enseñanza |
topic |
Sustainable Linguistic Education Teacher training Teacher’s Pedagogical Practice Lexicon Teaching Sustainable Linguistic Education Teacher training Teacher’s Pedagogical Practice Lexicon Teaching Educación Linguística Sustentable Formación Docente Práctiva Pedagógica Docente Léxico Enseñanza Educación Linguistica Sutentable Formación Docente Práctica Pedagógica Docente Léxico Enseñanza Educación Lingüística Sustentable Formación Docente Práctiva Pedagógica Docente Léxico Enseñanza Educación Lingüística Sustentable Formación Docente Práctica Pedagógica Docente Léxico Enseñanza |
description |
The authors situate this research within the present educational changes that involve the practice of the teacher-pedagogue, as far as linguistic education is concerned, from the following problems: 1) How do 4th grade teachers of the elementary education incorporate concepts of language teaching as a set of varieties? 2) How would they use a specific lexicon about Amapaense’s discourse, to treat the notion of language as a set of varieties, considering the paradigm of sustainability in language education? In order to solve these problems, the following general objective was developed: -Analyze the teacher’s discourse about the practice of language instruction on linguistic variation at the 4th grade of the elementary education, based on the use of a specific lexicon of local discourse, considering the paradigm of sustainability in language teaching. To achieve this objective, an exploratory-analytical investigation was made, as well as a qualitative methodology of interpretative essence. The object’s specificity requires, in this case, the use of the theoretical-methodological contribution given by the Variance Sociolinguistics (VS), the Sociolinguistic Education (SE), and the sustainability in education, supported by Hargreaves and Fink, in addition to the United Nations Educational, Scientific and Cultural Organization (UNESCO), among others. For the speeches’ analysis, cutouts from the National Curricula Parameters for the Elementary Education and the Pedagogy Course Project from the Federal University of Amapá (UNIFAP) were used. For information collection, we opted for semi-structured interviews and data triangulation, documentary discourses and the generated material from the field work. Summarized hypotheses: i) pedagogical practices for language learning favor the depth, breadth and duration dimensions of educational sustainability; ii) despite the existence of specific works on the local discourse, within the State’s linguistic education there is not concern about teaching (or reflecting about the mother tongue), from local to universal/national, as suggested by the official documents. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-04-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion texto |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/5128 10.20873/uft.2447-4266.2018v4n2p516 |
url |
https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/5128 |
identifier_str_mv |
10.20873/uft.2447-4266.2018v4n2p516 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/5128/12754 https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/5128/12803 https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/5128/12824 https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/5128/12845 https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/5128/12866 https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/5128/12887 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Revista Observatório info:eu-repo/semantics/openAccess |
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Copyright (c) 2018 Revista Observatório |
eu_rights_str_mv |
openAccess |
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application/pdf application/epub+zip application/zip application/x-gzip application/zip |
dc.coverage.none.fl_str_mv |
Século XX/XXI |
dc.publisher.none.fl_str_mv |
Universidade Federal do Tocantins - UFT |
publisher.none.fl_str_mv |
Universidade Federal do Tocantins - UFT |
dc.source.none.fl_str_mv |
Observatory Journal; Vol. 4 No. 2 (2018): Vol. 4 N. 2 (2018) Estudos sobre a naturalização da cultura da violência na sociedade midiatizada Abr-Jun 2018; 516-538 Observatorio Magazine; Vol. 4 Núm. 2 (2018): Vol. 4 N. 2 (2018) Estudos sobre a naturalização da cultura da violência na sociedade midiatizada Abr-Jun 2018; 516-538 Observatoire Journal; Vol. 4 No. 2 (2018): Vol. 4 N. 2 (2018) Estudos sobre a naturalização da cultura da violência na sociedade midiatizada Abr-Jun 2018; 516-538 Revista Observatório ; v. 4 n. 2 (2018): Vol. 4 N. 2 (2018) Estudos sobre a naturalização da cultura da violência na sociedade midiatizada Abr-Jun 2018; 516-538 2447-4266 10.20873/uft.2447-4266.2018v4n2 reponame:Revista Observatório instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
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Universidade Federal do Tocantins (UFT) |
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UFT |
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UFT |
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Revista Observatório |
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Revista Observatório |
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Revista Observatório - Universidade Federal do Tocantins (UFT) |
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