CADERNO DE RESUMOS II Congresso Internacional da ... - Unesp

Programação & Caderno de Resumosrespectivamente, como uma professora formadora em formaçãoe duas professoras de línguas em formação. Baseando-nos nona teoria sociocultural de Vygotsky, no paradigma da formaçãoreflexiva (ZEICHNER; LISTON 1996; ZEICHNER, 2003; DEWEY,1933; SCHÖN, 1983), e nos modelos de supervisão pedagógicareflexiva (GEBHARD, 1990; KORTHAGEN, 1982, 1999, 2001),analisamos o processo de mediação pedagógica na relação entremediador (professor-formador) e interagente (professor em formação).Os resultados trazem implicações para o campo da formação deprofessores de línguas, em relação a uma perspectiva de formaçãona prática.Language and Culture: Activities for the EFL ClassAna Graça Canan (UFRN)The purpose of this research is to approach the English literarytext from the point of view of the culture in its role as a sourceof elements that facilitate the teaching/learning process of Englishas a foreign language. Several instances of discourse heterogeneityare analyzed through cultural references in the original texts ofthe following English novels: Jane Eyre, by Charlotte Brontë (1816-1855), published in 1847; The Mill on the Floss, by George Eliot(1819-1890), published in 1860 and Great Expectations, by CharlesDickens (1812-1870), published between 1860 and 1861. Theoreticalsupport was sought in Kramsch, Bakhtin, Maingueneau, Authier-Revuz, Widdowson and Larsen-Freeman. Activities in Englishare proposed in the end whereby it can be seen that the questionsat issue can be used extensively in the classroom. Many otherliterary works can be explored in the class, in many differentaspects, and as a consequence, the teachers will gain in havingthe possibility of enriching their practice. On the other hand,this endless search for new possibilities makes us able to exerciseour job in a better way, having the students to obtain the benefitsfrom the results of any study that involves theory and practiceat the same time. From our perspective, teachers and studentsshould be seen as learners of different world views in a waythat they are expected to respect differences and give importanceto their own culture and also to the others.152