Proposal for working with phonetic-phonological aspects through Problem Based Learning
Autor(a) principal: | |
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Data de Publicação: | 2022 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Horizontes de Linguística Aplicada |
Texto Completo: | https://periodicos.unb.br/index.php/horizontesla/article/view/43552 |
Resumo: | Social transformations and the velocity of information have changed the language teaching scenario, bringing new challenges and the need to rethink pedagogical practice. The need for teaching in consonance with the new reality brings changes to the pedagogical practice in the postmodern era of language teaching, in which, not necessarily, a single method or approach is followed. In this new paradigm, the teacher’s role is to create their own method, based on different teaching approach. Allied to this perspective, this article presents a proposal for teaching Spanish to Brazilians using Problem-based Learning (PBL). Our objective is, therefore, to understand the emergence of the Post-Method Era in language teaching (KUMARAVADIVELU, 1994; 2001), e Active Learning Methodologies ((BACICH; MORAN, 2018; MATTAR, 2017, among others), bringing suggestions to the use of PLB to teach /s/ and /z/, which are different phonemes in Portuguese, but not in Spanish. Based on this proposal, we argue that the use of PBL can lead to the problem-solving situations in which students and teachers are active participants in the process. Keywords: Problem-based learning; Active Learning Methodologies; Spanish to Brazilians. |
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Proposal for working with phonetic-phonological aspects through Problem Based Learning Proposta para o trabalho com os aspectos fonético-fonológicos por meio da Aprendizagem Baseada em ProblemasAprendizagem Baseada em ProblemasMetodologias AtivasEspanhol a BrasileirosProblem-based learningActive Learning MethodologiesSpanish to BraziliansSocial transformations and the velocity of information have changed the language teaching scenario, bringing new challenges and the need to rethink pedagogical practice. The need for teaching in consonance with the new reality brings changes to the pedagogical practice in the postmodern era of language teaching, in which, not necessarily, a single method or approach is followed. In this new paradigm, the teacher’s role is to create their own method, based on different teaching approach. Allied to this perspective, this article presents a proposal for teaching Spanish to Brazilians using Problem-based Learning (PBL). Our objective is, therefore, to understand the emergence of the Post-Method Era in language teaching (KUMARAVADIVELU, 1994; 2001), e Active Learning Methodologies ((BACICH; MORAN, 2018; MATTAR, 2017, among others), bringing suggestions to the use of PLB to teach /s/ and /z/, which are different phonemes in Portuguese, but not in Spanish. Based on this proposal, we argue that the use of PBL can lead to the problem-solving situations in which students and teachers are active participants in the process. Keywords: Problem-based learning; Active Learning Methodologies; Spanish to Brazilians.As transformações sociais e a velocidade das informações têm mudado o cenário do ensino de línguas, trazendo novos desafios e a necessidade de repensar a prática pedagógica. A necessidade de um ensino condizente com a nova realidade traz o repensar da prática pedagógica na era pós-moderna do ensino de línguas, em que, não necessariamente, se segue um único método ou abordagem, mas, sim, que seja o professor o criador de seu método, embasado em uma ou mais abordagens. Aliado a esta perspectiva, este artigo apresenta uma proposta para o ensino do espanhol a brasileiros fazendo uso da Aprendizagem Baseada em Problemas (ABP). Nosso objetivo perpassa, portanto, pelo entendimento do surgimento da Era Pós-Método no ensino de línguas (KUMARAVADIVELU, 1994; 2001), as Metodologias Ativas de Aprendizagem (BACICH; MORAN, 2018; MATTAR, 2017, entre outros), trazendo sugestões do uso da ABP para o trabalho com /s/ e /z/, pares contrastivos no português, mas não no espanhol. Defende-se, a partir desta proposta, que o uso da ABP pode levar à problematização de situações que aluno e professor busquem solucionar como participantes ativos do processo.Programa de Pós-Graduação em Linguística Aplicada2022-12-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/horizontesla/article/view/4355210.26512/rhla.v21i2.43552Revista Horizontes de Linguistica Aplicada; Vol. 21 No. 2 (2022): Fluxo contínuo; AG4Revista Horizontes de Linguistica Aplicada; v. 21 n. 2 (2022): Fluxo contínuo; AG42237-09511677-977010.26512/rhla.v21i2reponame:Revista Horizontes de Linguística Aplicadainstname:Universidade de Brasília (UnB)instacron:UNBporhttps://periodicos.unb.br/index.php/horizontesla/article/view/43552/35079Copyright (c) 2022 Revista Horizontes de Linguistica Aplicadahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessMachry da Silva , Susiele Brisolara , Luciene Bassols2022-12-31T14:58:01Zoai:ojs.pkp.sfu.ca:article/43552Revistahttps://periodicos.unb.br/index.php/horizontesla/indexPUBhttps://periodicos.unb.br/index.php/horizontesla/oaihorizontesla@gmail.com2237-09511677-9770opendoar:2023-01-13T09:49:34.161933Revista Horizontes de Linguística Aplicada - Universidade de Brasília (UnB)false |
dc.title.none.fl_str_mv |
Proposal for working with phonetic-phonological aspects through Problem Based Learning Proposta para o trabalho com os aspectos fonético-fonológicos por meio da Aprendizagem Baseada em Problemas |
title |
Proposal for working with phonetic-phonological aspects through Problem Based Learning |
spellingShingle |
Proposal for working with phonetic-phonological aspects through Problem Based Learning Machry da Silva , Susiele Aprendizagem Baseada em Problemas Metodologias Ativas Espanhol a Brasileiros Problem-based learning Active Learning Methodologies Spanish to Brazilians |
title_short |
Proposal for working with phonetic-phonological aspects through Problem Based Learning |
title_full |
Proposal for working with phonetic-phonological aspects through Problem Based Learning |
title_fullStr |
Proposal for working with phonetic-phonological aspects through Problem Based Learning |
title_full_unstemmed |
Proposal for working with phonetic-phonological aspects through Problem Based Learning |
title_sort |
Proposal for working with phonetic-phonological aspects through Problem Based Learning |
author |
Machry da Silva , Susiele |
author_facet |
Machry da Silva , Susiele Brisolara , Luciene Bassols |
author_role |
author |
author2 |
Brisolara , Luciene Bassols |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Machry da Silva , Susiele Brisolara , Luciene Bassols |
dc.subject.por.fl_str_mv |
Aprendizagem Baseada em Problemas Metodologias Ativas Espanhol a Brasileiros Problem-based learning Active Learning Methodologies Spanish to Brazilians |
topic |
Aprendizagem Baseada em Problemas Metodologias Ativas Espanhol a Brasileiros Problem-based learning Active Learning Methodologies Spanish to Brazilians |
description |
Social transformations and the velocity of information have changed the language teaching scenario, bringing new challenges and the need to rethink pedagogical practice. The need for teaching in consonance with the new reality brings changes to the pedagogical practice in the postmodern era of language teaching, in which, not necessarily, a single method or approach is followed. In this new paradigm, the teacher’s role is to create their own method, based on different teaching approach. Allied to this perspective, this article presents a proposal for teaching Spanish to Brazilians using Problem-based Learning (PBL). Our objective is, therefore, to understand the emergence of the Post-Method Era in language teaching (KUMARAVADIVELU, 1994; 2001), e Active Learning Methodologies ((BACICH; MORAN, 2018; MATTAR, 2017, among others), bringing suggestions to the use of PLB to teach /s/ and /z/, which are different phonemes in Portuguese, but not in Spanish. Based on this proposal, we argue that the use of PBL can lead to the problem-solving situations in which students and teachers are active participants in the process. Keywords: Problem-based learning; Active Learning Methodologies; Spanish to Brazilians. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-05 |
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.unb.br/index.php/horizontesla/article/view/43552 10.26512/rhla.v21i2.43552 |
url |
https://periodicos.unb.br/index.php/horizontesla/article/view/43552 |
identifier_str_mv |
10.26512/rhla.v21i2.43552 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unb.br/index.php/horizontesla/article/view/43552/35079 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Revista Horizontes de Linguistica Aplicada https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Revista Horizontes de Linguistica Aplicada https://creativecommons.org/licenses/by-nc-nd/4.0 |
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 Aplicada |
publisher.none.fl_str_mv |
Programa de Pós-Graduação em Linguística Aplicada |
dc.source.none.fl_str_mv |
Revista Horizontes de Linguistica Aplicada; Vol. 21 No. 2 (2022): Fluxo contínuo; AG4 Revista Horizontes de Linguistica Aplicada; v. 21 n. 2 (2022): Fluxo contínuo; AG4 2237-0951 1677-9770 10.26512/rhla.v21i2 reponame:Revista Horizontes de Linguística Aplicada instname:Universidade de Brasília (UnB) instacron:UNB |
instname_str |
Universidade de Brasília (UnB) |
instacron_str |
UNB |
institution |
UNB |
reponame_str |
Revista Horizontes de Linguística Aplicada |
collection |
Revista Horizontes de Linguística Aplicada |
repository.name.fl_str_mv |
Revista Horizontes de Linguística Aplicada - Universidade de Brasília (UnB) |
repository.mail.fl_str_mv |
horizontesla@gmail.com |
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1797051345776148480 |