Banca de DEFESA: LUCAS RODRIGUES SOARES DA CONCEICAO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : LUCAS RODRIGUES SOARES DA CONCEICAO
DATA : 10/05/2019
HORA: 09:30
LOCAL: SALA DE DEFESAS DO ILUFBA
TÍTULO:

AN EXPERIENCE WITH PORTUGUESE FL/ L2 IN BAHIA-BRAZIL: PERCEPTIONS OF PRE-PEC-G (UFBA) STUDENTS ON THEIR LEARNING FROM THE PROJECT PEDAGOGY.

PALAVRAS-CHAVES:

Keywords: Language Learning. Portuguese Foreign Language. PEC-G. Project pedagogy.

PÁGINAS: 157
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Lingüística Aplicada
RESUMO:

This research has the objective of identifying the learning perceptions of pre-PEC-G students (Exchange Program for Undergraduate Students) from of experience with a pedagogy of project. This is an interpretive ethnographic research carried out during a semester in two classes of PROFICI - Program of Proficiency in Foreign Language for Students and Servants of UFBA, more specific in one of its subprograms, the PROEMPLE (Special Monitoring Program of Portuguese Foreign Language). For this, different procedures and research instruments were used, such as field observation, field and recording diary, questionnaire and semi-structured interview. The information obtained during this process allowed discussions about the counterpoints that could be made between the expected benefits of apprentices from the pedagogy of projects and what the students reported in their statements, and what improvements could be made to both the program methodology and the course in general. For this, this work had based in some theoritical concepts and work characteristics with projects in the scope of teaching and learning foreign languages from the views of Fried-Booth (2002), Stoller (2006), Kemaloglu (2010). In addition, I’ve discussed aspects relevant to the understanding of my research object, such as the contextualized grammar of project pedagogy, the sense of autonomy and group work supported by the ideas of authors such as Ritcher (2003), Ellis (1997), Oxford 1997) and Freire (1996). The resultant data shows the necessity for a teaching that dialogues with the grammar in use, works with written activities, reduction in the number of projects, promote changes in order and theme, as well as the critical reflection of the teacher about their role in this methodological proposal.

 

MEMBROS DA BANCA:
Interno - 1563574 - EDLEISE MENDES OLIVEIRA SANTOS
Externo ao Programa - 1885099 - RICARDO JOSE ROSA GUALDA
Externo à Instituição - JOSE CARLOS PAES DE ALMEIDA FILHO - UnB