CADERNO DE RESUMOS II Congresso Internacional da ... - Unesp
CADERNO DE RESUMOS II Congresso Internacional da ... - Unesp
CADERNO DE RESUMOS II Congresso Internacional da ... - Unesp
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<strong>II</strong> <strong>Congresso</strong> <strong>Internacional</strong> <strong>da</strong> ABRAPUIMoita Lopes, 1996; Almei<strong>da</strong> Filho, 1999; Gimenez, 2002); à práticareflexiva de professores em serviço (Dutra e Mello, 2001; VieiraAbrahão, 2002); às mu<strong>da</strong>nças educacionais (Fullan, 1996); e anecessi<strong>da</strong>de de transformação de práticas no processo reflexivo(Hannay e Ross, 1997). Este projeto apresenta um delineamentopré-experimental de caráter intervencionista, utilizando para oregistro e coleta dos <strong>da</strong>dos os seguintes instrumentos: observações,gravações, diários para a prática reflexiva, sessões de visionamento,sessões reflexivas, questionários e entrevistas. Assim, este projetose justifica ao considerar a carência de pesquisas volta<strong>da</strong>s paraa prática e reflexão do professor de Língua Inglesa nas escolaspúblicas e a ausência de projetos de formação continua<strong>da</strong> ofertadospelas universi<strong>da</strong>des.Palavras-Chaves: Professores de Inglês; Formação Continua<strong>da</strong>;Prática ReflexivaThe Teaching of Literature in English and EFL in LetrasCourses: Incompatibility Conflict?José Carlos Aissa (UNIOESTE/UDC)One of the main purpose of this paper is firstly to pinpointthe difficulties most teachers of Literature in English come upagainst in Letras Courses in various private and public Brazilianuniversities and colleges due to the lack of the necessary linguisticcommand of English (L2). The usual problem starts with the entranceexams which do not require at least a pre-intermediate/intermediatelevel of L2 competence from candi<strong>da</strong>tes. The next complicationarises from the fact that the total number of hours in the coursehas to be divided between the Portuguese- and English-relatedsubjects due to the certification with two majors (dupla habilitação).Even if this division of hours shows equity, English, andconsequently the study of literature in English, will certainly beat a disadvantage since most students’ mother tongue is Portugueseand they already had some basic formal contact with lusophoneliteratures. As a result of these issues and a few others, a mostsignificant decision always has to be made: teach the literaryhistory and the most representative anglophone authors andtheir work, in Portuguese, using translated texts, so that thediscussion can be kept at a higher education level; or teach in187
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