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Neusa Andrade1
Resumo
A nossa atual sociedade cria cada vez mais novas demandas em áreas
diversas, exigindo que profissionais de todas as áreas trabalhem sua auto-
formaçã, de modo multidisciplinar e integrado incluindo-se novas tecnologias,
cada vez mais acessíveis a um maior número de pessoas.
1Neusa Maria de Andrade é especialista em Educação e Tecnologia - A iniciativa deste artigo é decorrente das
reflexões realizadas no curso de extensão “Ensinando Literatura Inglesa em Faculdades Particulares: Letramento
Crítico e as Novas Literaturas”, ministrado pela Professora Cielo G. Festino, na Faculdade de Filosofia, Letras e
Ciências Humanas da Universidade de São Paulo, no período de Outubro a Dezembro de 2009 - E-mail:
neusagenciaweb@gmail.com -
PALAVRAS –CHAVE: Literatura, Vídeo-Web,
Introdução
2In this way storytelling may be said to humanise time by transforming it from an impersonal
passing of fragment moments into a pattern, a plot, a mythos (KEARNEY, 2008, p.4)
Novos Paradigmas
3
This pedagogy helps students become “responsible and tolerant border crossers” (Giroux,
2006: 165) and thus leads them to bridge (not erase) the gap among different cultures, in a
world that more and more demands a cosmopolitan citizenship. (FESTINO, 2007:1)
O que para muitos é apenas uma brincadeira pode ser também definido
como aprendizagem. Um outro projeto de estudos bastante interessante foi
desenvolvido por uma equipe de cinco professores de Inglês integrantes do
sistema da Universidade de Wisconsin (UW). Apesar de todos trabalharem
dentro do mesmo sistema universitário, eram oriundos de quatro campi
diferentes (com dois anos e quatro anos de estudo) focados principalmente no
ensino de literatura. Ao encontrarem-se pela primeira vez começaram a discutir
os desafios em sala de aula e a conversa evoluiu para uma questão central: O
que é uma habilidade crucial? O que gostaríamos que os alunos aprendessem
em uma aula introdutória nos cursos de literatura? (CHICK, 2009:402) (4).
4 In brief, a lesson
study is the “observation of live classroom lessonsby a group of teachers who collect data on
teaching and learning and collaboratively analyze it...”(CHICK, 2009:402)
5I This lesson study project was developed by a team of five English professors from across the
University of Wisconsin (UW) system, including the authors of this article as well as Terry Beck
and Bryan Kopp of UW–LaCrosse. Although all of us work within the same state university
system, we are from four different campuses (which include both two-year and four-year
colleges),and our teaching duties vary from teaching primarily composition to teachingonly
literature classes. When we first met and began discussing our common challenges in the
classroom, our conversation evolved into one central question: what is a crucial skill we would
like our students to learn in introductory literature courses? (CHICK, 2009:402)
Desafios da Multiculturalidade
7“Its is true that attempts to make the curriculum more representative of nation´s diverse
peoples and beliefs must spell curricular incoherence and chaos?. ..(GRAFF, 1992, p.2)
8 Wold literature surveys can never hope to cover the world. We do better if we seek to uncover
a variety of compelling works from distinctive traditions through creative combinations and
juxtapositions guided by whatever specific themes and issues we wish to raise in a particular
course. We can´t do everything in a single semester or year, and it´s impossible to give equal
time to every language, country or century. (DAMROSH, 2008, p.9) courses, and ever-widening
range of languages, cultures, and subcultures comes into view. (DAMROSH, 2008, p.2)
9Many teachers are trying to include much more of the world than ever before, yet as they do
so, they come up against some serious difficulties. First is the problem of time. The lenght of
school year hasn´t expanded along with our global vision, and so the task of selection becomes
more and more vexed. Not only has the school year not expanded in tandem with this growth,
but many teachers report that students are coming to campus less prepared to read
assignments, which puts teachers under pressure to do more with fewer pages all told.
Teachers´own preparation, moreover, is increasingly challenged by demands of world literature
courses, and ever-widening range of languages, cultures, and subcultures comes into view.
(DAMROSH, 2008, p.2)
9
I hold that the new technologies of virtualised and digitised imagining, far from eradicating
narrative, may actually open up novel modes of storytelling quite inconceivable in our former
cultures (KEARNEY, 2008, p.4)
Estratégias
ENUNCIADOS
5. Inteligência ESTRAT?GIAS
Cinestésica – permite aos indivíduos usarem seu
corpo, total ou parcialmente, de formas altamente especializadas
Nossas experiências com este estudo de aula e outros sugerem que este
tipo de projeto, em seu foco sobre diferentes tipos de dados de um momento
único de aprendizagem, pode alcançar uma profundidade única de
compreensão da aprendizagem do aluno. Como um punhado de especialistas
participar no ciclo de teorização, construindo, observando, analisando,
avaliando, revisando, e repetindo, o resultados sobre o aluno pensar e
aprender (ou não) se tornar uma sinédoque para mais objetivos de
aprendizagem (CHICK, 2009:403). (10)
. Our experiences with this lesson study and others suggest that this kind of project, in its focus
10
on different types of data from a single learning moment, can afford a unique depth of
understanding of student learning. As a handful of specialists engage in the cycle of theorizing,
constructing, observing, analyzing, assessing, revising, and repeating, the results about student
thinking and learning (or not) become a synecdoche for broader learning goals (CHICK,
2009:403)
Conclusão
11
Whether as story or history or a mixture of both (for example testimony), the power of
narrativity makes a crucial difference to our lives. Indeed, I shall go so far as to argue,
rephrasing Socrates, that unarrated life is not worh living (KEARNEY, 2008, p.14)
Referências Bibliográficas
CHICK, Nancy L., Holly Hassel, and Aeron Haynie - Pressing an Ear
against the Hive- ”Reading Literature for Complexity In Pedagogy: Critical
Approaches to Teaching Literature, Language, Composition, and Culture,
Volume 9, Number 3, 2009 Duke University Press.
GRAFF, Gerald. “How to Save Dover Beach” In Beyond the Culture Wars.
New York & London: Norton and Co., 1992.
Vídeos
http://oyc.yale.edu/english/american-novel-since-1945/
http://www.youtube.com/view_play_list?p=E33BCD966FF96F23