Hello “Pibiders”!
How have you been?
Well, hoping
everybody is fine, happy and enjoying vacation. Yes, after a long and demanding
year of study as 2014 was, you desserve a very nice vacation.
However
as you know PIBID doesn’t stop. Thus, we’re here, again, to restart its
activities or start the PIBID 2015 activities.
This year is our second year of PIBID –Edital 2013- so
it’ll be a very important period: a period to learn and share
knowledge about English and English language teaching, as well as
about English teacher education.
In sum, we’ll read a lot, assist teachers in English
language classroom in schools of Pato Branco/PR, elaborate didactic material
and reseach.
How about starting by reading?
Yes?
So, we propose a new discussion forum- the first of 2015- by
reading and debating about “critical literacy”, since the understanding of this
concept and approach is crucial to understand and construct knowledge on how to
teach English in the contemporary world in Brazilian schools.
According
to Jordão and Fogaça (2007) in the text you are going to read called “Ensino de
Inglês, letramento crítico e cidadania: um triângulo amoroso bem
sucedido”, critical literacy is conceived as a reading teaching approach
which privileges the construction of meaning of a text by means of
the understanding of interaction and power relations in it.
Of
course, the understanding of the definition of critical literacy above
should also be deepened. So that, we invite you to read Jordão and
Fogaça’s (2007) text carefully and, then, answer and discuss the questions
below.
a)
How
do the authors conceive and relate “language”, “text” and “the teaching of
reading comprehension”? (Como os autores concebem e relacionam “língua”,
“texto” e “ensino de de leitura”?)
b)
What
are the implications of the authors’conception about “language” and
critical literacy to students’ development as English learners and citizens? (Quais
são as implicações da concepção dos autores sobre “língua” e “letramento
crítico” para o desenvolvimento de alunos como aprendizes de Inglês e como
cidadãos?)
c)
In
the critical literacy teaching approach of foreign language, the teacher has a
political role. Can you explain that based on the text
discussion? (Na abordagem de ensino “letramento” crítico”, o professor
desempenha um papel político. Você pode explicar essa concepção a partir de sua
leitura do texto?)
d)
What
is the importance of teaching English in Brazilian schools based on the
critical literacy approach? (Qual é a importância do ensino de
Inglês em escolas brasileiras baseando-se na abordagem “letramento crítico”?)
e)
The
authors offer a model to practice critical literacy teaching approach to the
teaching of reading in Englihs classrooms. How is the model constituted? Name
and explain each phase of it? (Os autores oferecem um modelo para
trabalhar com a abordagem “letramento crítico” nas aulas de Inglês. Como o
modelo é constituído? Nomeie e explique cada uma das fases do modelo.
You can choose one or the other question to answer.
You also can answer it in Portuguese or in English. After that, post your
comment and choose one of your colleagues’ answer to comment.
How to post: Como postar:
-Fazer o login
no blog para ser um seguidor e poder interagir na página;
- Escrever
comentários de 150 a 300 palavras (usar a ferramenta do Word para contar as
palavras);
- Responder ao
comentário de um colega;
- Fazer as postagens
até o dia 15/01/2015.
-Dúvidas, escrevam
para o meu e-mail (didiedenardi@gmail.com), please!
Cheers,
Profª Drª Didiê Ana Ceni Denardi
