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  • 05 2 Page The Teaching

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    zeroofthedead
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    linguistics

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    05 2 Page the Teaching

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    8 visualizações9 páginas

    05 2 Page The Teaching

    Enviado por

    zeroofthedead
    linguistics

    Direitos autorais:

    © All Rights Reserved
    Baixe no formato PDF ou leia online no Scribd
    Sinalizar o conteúdo como inadequado
    de 9
    ‘The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and ew of policies and practices © ensino de inglés como lingua estrangeira no contexto das escolas brasileiras: uma viséo retrospectiva © prospectiva de politicas © priticas Ricade Lain Tencea de Almeida Nucl Risde Jane Ba ABSTRACT Tappa empl oetng ni {oatresingg seine nesn epated eee cna pan pepens nd peter hestal ikl tay te de nite he tp ofl ronan oe erg ein tren ap ‘hedsoreofurprdaconineguarnole PA EYRORDS Lng nh aon ng Bn -RESUMO. Bacto won pot civ dae pal genni estnodclnd eo lnge cepa eesete asecrom ees else idee Sections ean nc entre ao pec cn ‘odeamenrrsisinsbres plows densa deine na Brash Avensis ‘Seren de Sema meted do pet ‘Sisley ad arte ope aes irae dou prin onesies PALAVRAS CHAE ply gc gaan ct eis Taiei@gallcom Introduction “Themovementtovatds amore meaning approach othe veahing of glsh a fori language in Brain regula school cece i cla {nthe 20°cenrary nth the publeation of he Brain Navona Carica Parameters (PCN) for he ching of frig language at bac education level: Sines then, th communi of teacher ste vided into hoe who selec the contents views ad prepesens othe dacament andthe ones who belived that che suggestion i contained were inappropriate AU che ‘enero this conoery was he importance given by the offical plies. ‘he teaching of eding sr opposed tan appronch,boromed from priate Language inister which inane avored foe the ol ‘More thanx decade air the publication af the Parameters this conuoveisy i lt tom being eoled. nsliient provision of in-service ‘eager education onthe pat ofthe goverment alobg wih eontadictions (rhc en be read inc ter off document) elped keep the argument alive Tomakethingrewen more complistee, many cher who welcomed ‘hefocuson eading now el hae irhigh meta Bind aay of broadening ‘he scope oftheir ceaching, and incorporate othe sls int thei pac ‘Aer de wos s changing Last ad the goth of Brain wer a Internet provider anew context of us and social elevnce for Engl ta Foreign inguage. rir the aim of hit paper so duc the movements of governmental polis ining che pubesaon the Caiclar Onentains or Mier "Thesauri papel we shea “op sees rt uh priate td pbc thos hich prove ote thing of the ee ued of itelan edueion, The tlm nl ed apps e“nguge hee ‘tick fret angugr ent Alteghl ably cone ih ee oponton bene “el eho alge ie ome Eevee polis Gach a the buying ad rsbuton thing rtd) Sern eld he pubic gen of Bean archos When ht Bike ae Tl we te vm pee evel nad " Aoagh th pape concn peel with he eating of Engh at 2 forage ngegein Bel he dcumens dacaed ere nay the PCN ad oe ‘GCE a infrmshctachng aoc ngage coc Bs felt chook Thre Iwi the eenn eee ngane ating send gig ing ices aa ny te eo exon (CEM) in 2006 nd he implementation ofthe Nasional Progam ‘fide Books (PNLD) program that buyeand dtc mateo ‘hepublcrchoalt—in 2011 spd 2012), arwell a snaysing whats behind the cul £futnete dec nian pce. Ro cnt do ‘fs ocr de osu de nae cpa 4 dar snp de Spreng no mundo omerpatines 36 ma pequns mora dopo ‘ds chnt de warns em cee Smile dence cos [ena do pus Am dre nas Bd erpegs fe ope rece te) ‘anno mera eas pte gu dvr cy aba So, whats being cused herehar nothing redo with conforming notconfermingsohelack of val! scenario ofthe public schoel”(ASSIS- PETERSON, 2005, p. 3) Iehartodo with the soil elevane or teaching EFL And this wal completely gnored bythe esa the Parameses" These citer sh flo ade of edcaional lerance, Aconding co the Parmer (.) the oly fra craminntions in Fein Languag era? sed admin epee eduon cots) cece he manery oe feuding sil.) Bede, the learning of sesding ins Favegn, gue may bap deep th sade raya hale Reno bar plimanyfeton a sees ane earning ete inaneter Language ray sppore the performance ofthe sade ase 8 efor tongue (CN, 198, p30)" Similarargumensate veloped by Mota Lopes adding tha the sill, ofteading none mother ongue fc asoure of many problem chat ‘he len feo schalin ach sn vey dcplin (MOTTA LOPES, Ge Liede aces A gia me redo apni gn te oT ‘Engen Bel eaamene ti «chee tar ing tne doe eae de {sls guit for dele HLTO. 1980p. 279 e431. forane conde ngle Bri come ce pte a coon tl pace nea ug aca cil pus peed of coum, veld be agod sa he ene gut in he pper we wen ‘ng the 19% and roe Botan ay an taeson bar hanged ose ‘hen cannot bo ope wh has an by a goings de ee Unhinhrpaparw an tounge ppc fr era toga shen Heween ny pit ths fee terme fy gen {SE eee athe Prue he epoing decided ger th socal ‘ed slants forte [cas on ting Fsteing tht fw ett Fast sfeonming vot conoomung the punt one fel opeealy Puig bose Meibe enintion othe sinion te Bevin eubiinn coer * penton the onal tt.) a dese cme formazan Linge rezgars vor ese sea pr ada) reucem 9 Como ft habedate dears (-) Al dre pendant em Linge Ecmngate ple sudr « demurclinete ital de wamene de alae ae fa pial ng seca s aprender em nae ng pode ‘elibetbe dcp de seco er oe Inger eo 1996, 132) Thimssh eden edeane ofthe ost on reading lowe ar ted eat, the cal and evsional spect of the Escusin ws (andl te) sperma enced by th ers of the Paamcrs They wosld ike tbl and have bli) hat what a subs js amar of cept te pac onstaints of Baza shes However a bceve was own rece gestion nots sine What the Parmeter chlengein alo of Blinn acer of EFL thi sere of feo deny slang wt he bt pop tthe poco which bas aia Auf gue eden concen, mos Brain tach of EFL hive hs hieoyin whieh the pve ngage ner plied amor par Vialroeyoneofashacatendton or ere tow oases bere ‘cing Univrity. Many frais bcko them owockateche Wirth onto epee tate Weg cestode) 1 oe none were oleae sak ut Hens a each of Engl ar welain ther spec of or vee. Nee oman of ngunge inne somesn dating “hishapen tobe so becuse ble decd of 1980 sno evry ingle Inngung nae in Br edt eaching upon the pei of the slg method. Even day eat many of he cote t do “Wis mean char many each of EFL in Bra ke icon ranted that he sang of ay langage programs i pdkng The vey concep of ‘linge lnue gal of language progam sends sem een ‘serhing thy beeen But shlong he goals of ELT nthe contest of our tga chols {specie wht one neds to done wa od he pepetintion of _mesingless pedaggil pacts. This olds parla co gla {choos where he teacher of gl canoe ardor stk shold no ‘ing theo flange cin which sect was fe a es lnngoge inten Inaseslar schoo th ngunge techs held pce enlace word of Pedro Ger tol language aie at fn. Te ia ithe de nt hae be in ‘ie leatconimived oan edeatinal agenda) Por lange ‘cece inthe regs sel sytem the ther hand ight rant se he lead her goa within the lage eae of vgn pang education of language cacauan, of eceestion Ie se inde tata educates men eu gol planet vie and ‘Eo ur deny scorn Ke deen ke good econ se {ome the avin, hse goal and inate ths enya Upnon-eduestonal ination uch athe arses (og Lingunge earns mart werk wath le ducaoe on vai singplisay backgrounds trace wich cwrnoeachen condo rhe Tha way they ase donned wory abut hss hago Tejon igue preny whch any edu ne Ofcoure st iste want ee deing tae educton into ping be Aeoctae ASSIS PETERSON, 2003p. 3). Having to aru the dens of edueator rather han the one of invracto als threaten the proernnal bells of many teaches of EFL in the vee thatitnweler the awatenee ofthe fat tht language pofceney only oneot th posuble outcomes of frig language aching” (ASST PETERSON, 2003, p. 3). Thus, ie should bese as one concer among others (ASSI- PETERSON, 2003.3) Asin, according to Pedro Gates (be PON iran important fete in ou jury tae hiking td ening wots we wane hist eng o ‘ene and or peat a eri language decsers guage stn educators (ASSIS PETERSON. 2005p 3), However itsimportant that we acknowledge and tink sbout) his tenon beeen th identi generated by the anguageinstutes and hase necessary ifweare to work meaningflly in che context of tegular schools. {Gare once mare wha lr "we ate artnga conde the mphetions sf hiscontar hich are quite peccto the ingsEsangeneommaniey ‘feductrsin his countey. Maybe we should hicharer shout what oct {our practice" (ASSIS-PETERSON, 2008, p5). Thinking harder abou the developmen of eur profesional ident, wwe may sy chat younger generations may have had the advantage of Encountering marcel ake eestor atthe ivr hance onet ‘Gar hadeaghe ther clleagus fom oder generations. [eis len pore although not certain, that they have attended a non-adinligal anguage Garr kr rae nguge nse. "Feregn Langage innivare On the other ind. hough, they lackshe experince fing and ‘ung par ofthe fale ofthe aempto anplntthe pace oflangusge invite int the conte ofragalar hock: This may hep expan rian (and unislomed cstism the PCN, expecially in preservice edcation ‘Older generations fr thei parc wet taught aulingual ceed, but ‘many ofthe have worked i egal ehoos before the publication ofthe Paramerecs Surly many of hem were dais wth thee aching and some of them have tied to change the way they taught. That was what Iapened with thee invoed inthe Brailan ESP Project, conducted under Uhesapervison fe Colic Univesity of Sto Paulo (PUC SP). menloned previously. AS che eahets fel that they bad autonomy inthe proces of ‘esgnng the changes rensance wat replaced by scene ofowneihip Tit ‘ese onmerhip wa rca or the cer fhe project () the min characte of the Projet was it pttipstory lop inning teachers to elect om te ate othe coset atthe mere persia an oth bes ay fing te ede ‘hav Th tne parcpaton in aten psig ep ecedly {Stu ehng efownethip wica mu foe fie main ste the ‘Proje I betce he Pj ered here were he fehags of eat ‘cfr inven ESP teshing reed above, ae Project protec; howevet teacher seed te ae Sloped peste ‘ent a ESP praciones (CELANE 2005, p17), So, he development of new pracices and identiies involve active paricpation, lending oa sen of ownership. that correc then maybe uch the restane tthe propositions fe Parameter which ell exit ‘ould be related olin the peli of inservice teacher education that Tollowed thee publestion. On the anc hand fare seach apeater number of teachers through projets and workshops could explain theit Initandetanding On the oterhand and even more pedi, ircould be argued that the repecfor she atonomy ofthe teacher anes pao the PEN, dacs not sem to have been epeted in other policy developments Freedom and respect fox teacher ntotony men thre eznseplaced Wy 2 seedaf contol appatentinseme cf the eter he telson ot ulsion of eching mates inthe National Program of Didactic Boks (PNED), iscsed ein this paper Withouc understanding and respecting reaches “oneofthe mar mporan par of ny educstonl poly nce change ‘tam unachievable Moving forward or backwards? 12006 new plc forthe teaching of frig anguge for Braian smideselschols was teleased: the OCEM (Curticular Ocentations for ‘Midlevel Edvesnon) The documens, ike the fret PCN, wis noe designed witha prescrip intent. Although he edi mentioned ewer people than hore ef he PCN, they mentioned several respected members of our ‘ectmnity, The are of Vers iciaMenezs de Oliver Pala, among the ‘eam of teal reader ofthe documens certainly deere tobe enone {air Paulada Mois Lopesand Roxanefojoappearin the Biography with a rex for dscasion, Ths exe was duces in national emir that folowed several eionl one= "The rection dedicated othe teaching of orsign inguageookinto ‘osidrton reich which preented te bli of wudent and recarchert Uhenselevabout the tsulsof ELT i regula sboals and language ste, This research echoed che complane against the PCN by teachers whose profesional deny esse to language nae: (0) one cam deduce that. the speeches of the sadents and he roche dnd hen ht earings fre language appt lym langeape rare, making inert here ae ach pectin in tedaten tothe regula sehoel.Sefeguardng the Intec ous fhe noone pecs we dean thar the fumes deserbed by hem er the dese tat the scot have more favorable conditions To the eahng languages (-) (GcEM, 2008 p89)" ‘These commen serve asa prelude adsesion ofthe diferengoals forteaching aL in langsage insite and regular ichok- One can be sire thaethe OCEM do noel orthelgi oF tescing a inssction Howere, seal Lr diferent peopl read iferen igs noth rn et. Tha “hela cac th documenta the dscusion by quoting esearch (adeusive enewhich ssocily empowered with an au oleae) and researchers ‘yw Tae orig et“) dpreese que a dos sas ede esque dfndem ge» pendady dea lng cage e ence {Gees demas, ands ner gat no on expects ut t (lal npc Remind ne powder ipa da encradr a ‘Sea dapoam coder at Bntoes pat «sone de dome CF ‘tha scm to give voce wo bel that are sypie ofthe Language istate ‘colure may have influenced ache’ interpestions ’As fat as che teotes supporting the pedagogical encened the focus ef this ocureen on Uiteracyand ml leray wih ‘special emphasion the ole played by Interne gees, mules abd Inyperexe The conception ofteacy at soiocul practice and the ned rodevclop onc expat ei wth anguage pracscsin cone ead the {enguton tha inorder te participate actively and eal in contemperny ‘city ane needs to develop evs leery n many dierent "angus 30 espe esa mater of eogizng hat language practices in content nays pleentahetciogencous quality tht tends tobe overlooked bythe theties ‘hase languige and cle a simple and table ne. Ferexample in orcerteparnipaeina"canweretion” i Eglah sing _MsNand the nesses one ned ot ony ob aloedand wien ogi ‘butal tote langage in tht atu gente and station One walle todelwithtate pictures, sounds and movingpetarswth sounds (lo he ‘ition ofthe S-ealed emoricon). Besides, bbeeviations ypc ofthe contess.dierene spelling ofthe word, convention or exit leer, nd ‘sous ber ettescome int playin hapa gneating scale ete, ‘etch in spt ofits cxpretion fat es part) trough the wiuen men Farmuch mets incomron with ofl dope, but gece beyond then ‘With his in mind cbecomes appaten tht even reading ie lenge what it used to be And certainly. we ae te adopt che paradigin of ‘omplenier! the eahing af orga language cannot be rested to 4 erp thr framed bythe. cled fol Thelie that considerations bou the role of be Invern and gente: in cootemporary soi should icra be at the coef the production of pedagogical practices tha could ake ws beyond the teaching o reading ll Fecrnochis argument ein thisesy) So, Edo not dngre with OCEM forchey recommend price tating reading orl eomminiciion nd "Titania empl nen dt angi yd ihe Und Sateen es ny natn tig de Tas camps ca be oad ‘she sn nunglnen won ntatots and eons pode [MORIN 1996 p 74275) One o's mon or lngang aching a oe ‘noe agug 2 orogens a eed wy moe bt shold ‘Sepa ipo vtnondaoed mong ned or CEM 2006) rien pace, ines of resting he ocuson reading as did the PCN “There ae weve afew pblems withthe way thir done in he document, Fat ofall tincerporter old terminology that ineriabyctiaer theflameworkof the four dls or any readers. Abd since tees to enget the fcuson the eathing ofteading may “insuutor-eahes may tad it {he OCEM a confirmation ofthe previous bali neater haw thetext testowarnurthatthisisnorhecaie In the pit ofthe proces of ecentexilioion sd user that we ave deed, kosld be iocoerent wep bandon (he previous Knowledge of the ede of ths documest and amply place by he "ne Wit hus inte inthe seeeaios that ‘ne we pce aig einelgy al ammo ding tnd writen pcr Hontren these mu eed ee tne ‘Sr onegel pao the previ perspective of for sl whi tie of languages homogenate, but wi be aerate View of upen and acto clearly comentulzed beeper (OceN! 2006". 110) Reseach needs oe done tac nd outhow the intended cede ofthe OCEMundessund there termini daly curve and professions prcices "Another problem has todo with ha canbe decribed aan ecesine seen ty the author diferent cite ieray meal ang * "SMyeandiaoe tach paler: "No upto de poca de cotrrlgs> sc eatormaso gue sare de deere taser nen pores 1 Gahan inte dr Kc det aca ¢ plane nea Delo "nave Com ene lca, nus evenaece ues gm, mune ¢ ‘Sinalags He cxeente come isu ems lt pre ie oth ‘efron peu we eter ni emo ater ened ene cer deans habia gum deguge coms cde ore fos ne demas de heeageecaer ara « score ‘ened "The deere i eli cern been teeing edie leery yang tht te noe ve mang mchng wh eed ‘he nay sxe wen, whic the cod pepe tse ngage vce ‘ital pace (ne OCEM. 2006 p 115 100) Thc ae ov sc stn Siena hough sine PON ey cored ang at cea sec, hear cing she es ble mesings coded in et. Although they mention thatthe “new” propoisontakent cosidertion swhachadben done atschoosin term feuding ne the pablezon afte PCN, the OCEM include table that intend o make Cea the alleged

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