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In the context of education mediated by new technologies, information is available to anyone who may be interested in it, and the roles of student and teacher, especially in the last decade, have taken other contours. My work has an extension project developed in the context of language teaching and learning mediated by new technologies as its background, and it is aimed at analyzing my teacher education process as an active member of this project. I aim to understand, looking back to my own story, what was the impact that this extension project had either over my academic, personal and professional journeys. For that, I base myself on the conceptual framework of Dewey (1953) on Teacher Education and Reflective Practice, on Communities of Practice by Wenger (2000), as well as on the Theory of Engagement by Shneiderman (1994, 1998) and Kearsley (1997).

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Cette recherche a pour but vérifier si le Nouvel Examen National de l Enseignement Moyen (Enem) provoque un effect rétroactif dans les classes de Langue Portugaise (LP) de l Enseignement Moyen en trois écoles de la ville d Uberaba, au Minas Gerais. Elle est fondée théoriquement sur Rajagopalan (2006), car il s agit d une étude de Linguistique Appliquée ; sur Chapelle (1999) et Scaramucci (2011) pour la conceptualisation de validité et sur Alderson & Wall (1992) et Scaramucci (2004) pour la conceptualisation d Effect Rétroactif. En ce que concerne la méthodologie, il s agit d une recherche qualitative (selon DENZIN et LINCOLN, 2006 et ANDRÉ, 1995) et comprend deux phases, à savoir : phase de recherche documental et la phase d étude de terrain. Dans la première, sont analysés les examens de 2009, de 2010 et de 2011 de l Enem et ensuite, cette analyse est contrastée avec celle faite des deux examens antérieurs à la reformulation de l Enem (2001 et 2004) pour, de ce contraste, rendre possible comprendre ce qu il y a de « nouveau » dans l examen réalisé à partir de 2009 ; en plus, on analyse des documents des professeurs obtenus à partir de l étude de terrain ; ensuite, (ayant comme base des données statistiques de performance des écoles de la région d Uberaba-MG) ont été sélectionnées les trois écoles une de l État, l autre Féderale et une particulière qui ont obtenu les meilleurs résultats dans les examens de 2010. En tant qu étude de terrain, la chercheuse est allée aux écoles, a appliqué les questionnaires aux professeurs participants, a collecté des documents de ces professeurs (plans d enseignement, classes numérisées, évaluations appliquées), a réalisé des notes de terrain à partir de l observation des classes de LP, dès la troisième année de l EM et a collecté un autre instrument de collecte de données (constitué pour copies des cahiers de quelques élèves des professeurs de LP participants de la recherche). Avec le corpus delimité, la recherche présente une analyse interpretativiste sous la lumière de l Analyse de Contenus, selon Bardin (2010). Comme résultats, on peut percevoir : a. quant aux examens du nouvel Enem, ceux-ci apportent de changements de très peu de pertinence pour provoquer un impact chez le professeur, générant un effect rétroactif dans sa pratique pédagogique ; b. que l effect rétroactif, quand il se manifeste, c est négativement, avec des entraînements et des astuces en vue de résoudre les examens, et non dans la forme substantielle de restructuration de l enseignement moyen ; c. et que l idée du sens-commum de que les écoles privées s adaptent plus facilement voire plus efficacement au changement ne s est pas prouvée scientifiquement, vu que les trois sphères observées (fédérale, de l état et privée) agissent de façon très similaire par rapport à la concentration de l enseignement et la structuration de l EM.

The present study is grounded on Applied Linguistics, which is understood as a science responsive to the contemporary social life (MOITA LOPES, 2006). It focuses on the characterization of affective-cognitive constructs, beliefs and motivation, and digital technology in language learning. This research was designed in order to investigate students beliefs about distant English learning and its connection with their motivation to learn. The theoretical framework is based on three themes: beliefs, motivation and digital technology. Beliefs are interpreted as ideas, opinions and assumptions that teachers and students have regarding language teaching and learning formed from their experience (BARCELOS, 2001). Motivation is conceived as something that leads us to initiate and sustain action (DÖRNYEI, 2005). Digital technology is considered to cause a reconfiguration on teachers´ and students traditional roles (PAIVA, 2005). Ten undergraduate students from different courses in a federal university in Minas Gerais took part in this study. They were enrolled in an elective course Inglês Instrumental a Distância I (IngRede). In this qualitative research study (BORTONI-RICARDO, 2008), the data were collected through a questionnaire, reflexive journals, a semi-estructured virtual interview and examination of students participation on Moodle. In the data analysis, it was useful the proposition of Gillham (2000) for content analysis allied to the WordSmith Tools software. Based on the data results, we suggest the arrangement of a network of beliefs about aspects of distance English learning, which connects beliefs about the English language, beliefs about computer use to learn English, beliefs about student s and teacher s roles. We also show that motivation to distance English learning is constituted by an initial motivation, motivation in course and retrospective motivation. Lastly, we point out how the relationship between beliefs and motivation in a virtual learning environment is framed by specificities of the digital context, in which students beliefs about distance English learning influence their motivation. They can favor or inhibit students motivation in this context.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

Not very often does one hear the need to encourage reading and how this practice yields benefits to any citizen. With some frequency, also, we discuss the difficulty that students, whether from private schools or public schools, have to read written texts. Taking into account the fact that, in most cases, these students are in touch with reading almost exclusively through the learning materials they work with in the classroom, I aim, through this paper, at making an investigation on the influence exerted by the (non) evaluation of the Programa Nacional do Livro Didático (PNLD/2012) on Portuguese textbooks (LDP) distributed free to public schools and on the teaching materials used by students from private schools. That is because I believe that both the PNLD evaluation, in the case of LDP, as the lack of evaluation in the case of textbooks of private schools, influence on the content presented to students by these materials. In order to carry out this research, that it is a study case, since it takes a corpus analysis of a specific object representative of a reality, I adopt the methodological assumptions of Applied Linguistics (AL). So, categories of analysis were prepared which referentials that supported its creation are the concepts of language, reading and evaluation. In order to this, I used as theoretical framework the words of Rojo (2004, 2006 and 2009), Kleiman (1993), Silva (2009) and Solé (1998), among others who treat reading as well as Freire (1996), Luckesi (2002) and Hadji (2001) who treat the evaluation and finally Perfeito (2007), Oliveira (2008) Bakhtins (1952-53 and 1929), regarding the language. At the end of this study, it was possible to notice that the PNLD/2012 ends up not effectively exerting influence on the content presented in the Portuguese learning materials. Nor on the evaluated LDP, either, on the textbooks that do not pass by the evaluation of the Federal Government. The materials evaluated had only the minimum reading activities that include the items that propose the evaluation and are restricted to propagate a kind of teaching reading coined in the concept of language that sees it as an expression of thought, in the conception of reading that sees this practice as just a process of decoding and conception of evaluation that works as a simple way to diagnose students\' / readers difficulties.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Producing academic genres indicates the possibility to know how to act and interact actively in the academic and scientific community. However, how to ensure the participation in the social scientific sphere without the dominion from the instruments of their participation? By this issue as a serious concern of this paper, we propose to analyze two academic genres (essay and article) in order to understand them, as they are indiscriminately taken in general. In order to describe and analyze compared genrers article and academics, with the goal to show elements that can contribute to the individualization of each, we selected 20 essays and 20 articles from online national journals whose review by Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) covers grades A and B (they were published from January 2011 until May 2013). Magazines where we collect the corpus predicted the production of both genres, sometimes provided specific instructions for the production and publication of each genre. To perform the research, we chose some important concepts to the genres studies as the precursor of Bakhtin, name we cannot forget to be mentioned, and we took as an input for the analysis some categories of textual aspects cited by Bronckart (2009) that has not developed a theory for genres analysis but of texts, deeply contributes to understand the text operation by textual functioning infrastructure, textualization mechanisms and enunciative mechanisms. Silveira s (2012) study on the textual structures of research and essay genres also provided information to understand and differentiate between the genres that constitute our corpus, as well as other studies and manuals that provide information about both genres. Thus, we elect the first and third level of textual rolling for the texts analysis because we consider, as well as the author, the deeper and most superficial level, respectively, of the text we believe that these phases are able to reveal the peculiarities we investigate now. We observed that the test demonstrated the possibility to be composed by the kind of theoretical-interactive mixed discourse, by the frequent use of affective modalizations and by a compositional structure that is generally the same of the article. By the way, this genre had a predominance of theoretical discourse and a high amount of logical modalizations. The analysis revealed that the differences found in deep level, where the type of discourse and textual sequences belong, as the most superficial level, in the enunciation mechanisms, corroborate to some essay characteristics already mentioned by Gomez-Martinez (1992), Arrigucci (1999) and Guerini (2008) concerning the greatest freedom of expression about the scientific thought, with higher subjective tenor than the article.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This research aims to narrate and analyze an experience of using the educational chat in the context of English language teaching and learning. Therefore, I present the stories lived by myself and my students, participants of this research, and who study at a public institution of technical education integrated into the high school, from a city in the region of Alto Paranaíba, Minas Gerais. Considering the conception of chat as emerging digital genre (ABREU-TARDELLI, 2010; COSTA, 2009; MARCUSCHI, 2005, 2008, 2010) and as an interaction space (GERVAI, 2004; MOTTA-ROTH, 2010), and taking Narrative Inquiry (CLANDININ e CONNELLY, 2006; 2011) as a theoretical-methodological approach, I wanted to understand the lived experience, through stories and composition of meanings (ELY, VINZ, DOWNING e ANZUL, 2001) from these stories. As theoretical reference, I support myself in authors which discuss aspects involving interaction in a virtual environment, using the chat tool, in language learning like Chaves (2010) and Motta-Roth (2010); I also present some conceptions of chat according to Abreu-Tardelli (2006), Gervai (2004), among others. I base myself in Berge (1995), Palloff and Pratt (1999), among others, to address the role of teachers in the virtual environment for teaching and learning, and, in Jonassen et. al. (2008) and Maia and Mattar (2007), to treat the role of students in this environment. I point out that the search experience by insertion of digital technology in my teaching practice, by using the chat tool, led me important insights, especially regarding the need to have clearly defined goals and my role as a teacher to deal with digital technologies in my practice, in order to make proper use of them for the process of teaching and learning of English. I also mention the sharing of experiences and the collaborative aspect in which using chat got us involved, giving us, students-participants and me, the possibility of building knowledge together whether in relation to the use of language or the use of digital technology.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

We commonly hear sentences labeling the virtual learning environment and all interaction which takes place on the web in a negative way. My experience in the virtual environment has made me feel differently. For me, it s a space where I meet people to learn together. This research has the objective to observe and analyze how participants of an online course live and feel the social presence and how different views of this concept can influence the teaching and the learning process. The research was developed throughout an online course moderated by me via the Federal University of Uberlândia offered to twenty English teachers from different areas in Brazil where three teacher-students were direct participants. The field texts were composed by diaries written by me during the moderation of the online course, messages exchanged between participants throughout the course, my autobiographical stories, posts written by participants on their individual e-portfolio, the recordings of our synchronous classes, e-mails exchanged by us during and after the online course and texts written by participants. The literature review brings studies on social presence (SHORT et al., 1976; GUNAWARDENA, 1995; WALTHER, 1996; GARRISON et al., 2000; TU, 2002; SWAN, 2003; LOWENTHAL, 2010), on interaction (HILLMAN, WILLIS; GUNAWARDENA, 1994; MOORE; KEARSLEY, 2005), on learning communities (WENGER, 1998; GARRISON, ANDERSON; ARCHER, 2000; GARRISON, 2006; WENGER; WHITE; SMITH, 2009) as well as on and the presence of teachers and students in the online learning environment (MASON, 1998; BERGE, 2000; MORGADO, 2001; SILVA, 2011). The theoretical-methodological path chosen was Narrative Inquiry (CONNELLY; CLANDININ, 2000; CONNELLY; CLANDININ, 2006; CLANDININ; ROSIEK, 2007; CONNELLY; CAINE, 2013; MELLO, 2005; MELLO, 2013). To compose meaning of our lived experience, I adopt the perspective of Ely, Vinz, Downing e Anzul (1997). Throughout the research, I could observe that each participant lived social presence in a unique way. As I see it, our convictions of what it means to be present in an online environment have shaped both the way we lived the experience, as well as how we choose to teach and learn online. I believe the results of this research can bring forth reflections and discussions about social presence and its role in online courses.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais