Entrepalavras最新文献_第8页

Música/canción como facilitadora de aprendizajes y adquisición de lengua española – un rescate de memorias 音乐/歌曲作为学习和习得西班牙语的促进者-记忆的拯救

Entrepalavras Pub Date : 2022-05-05 DOI: 10.22168/2237-6321-12386

Cristina Pureza Duarte Boéssio

引用次数: 0

Las actividades lúdicas y la enseñanza de textos literarios en español 西班牙语文学文本的娱乐活动和教学

Entrepalavras Pub Date : 2022-05-05 DOI: 10.22168/2237-6321-12387

Letícia Joaquina De Castro Rodrigues Souza e Souza

{"title":"Las actividades lúdicas y la enseñanza de textos literarios en español","authors":"Letícia Joaquina De Castro Rodrigues Souza e Souza","doi":"10.22168/2237-6321-12387","DOIUrl":"https://doi.org/10.22168/2237-6321-12387","url":null,"abstract":": The importance of ludic activities has long been recognized among the most diverse people as a way of educating and transmitting knowledge between different generations, despite the fact that there may have been oscillation over time between a more rigid education concerned with discipline and the imposition of rules of conduct; and a more interactive education that is capable of bringing students and teachers together in the challenge of educating in a pleasurable way. Therefore, the objective of this study is, on the one hand, to reflect on the benefits of the playful component for the approach to the literary text in Spanish classes at university level; and, on the other hand, to propose a playful activity with a short literary genre. To achieve our goals the studies by Huizinga (2007), Silva (2006) and Kishimoto (1999) are considered on the playful component and the studies of Mendoza Fillola (2004, 2007) in regards to the didactic treatment of the literary texts. Concerning the methodological aspects, the research is developed in a double strand of theoretical-empirical approach and is eminently qualitative. The material object of analysis emerges from a poem by the Cuban writer Nicolás Guillén. The construction of this study reinforced the belief that recreational activities can provide a more pleasurable learning experience and foster university learners’ autonomy and self-esteem.","PeriodicalId":40607,"journal":{"name":"Entrepalavras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77378964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Las múltiples perspectivas de los estudios históricos y la enseñanza del español para brasileños 历史研究和巴西人西班牙语教学的多重视角

Entrepalavras Pub Date : 2022-05-03 DOI: 10.22168/2237-6321-12383

Sandro Marcío Drumond Alves Marengo, Diego José Alves Alexandre, Eliabe Procópio

引用次数: 0

Formación de profesores en IFRN para el tratamiento didáctico de la literatura en clases de español 在西班牙语课堂上对IFRN进行文学教学处理的教师培训

Entrepalavras Pub Date : 2022-05-03 DOI: 10.22168/2237-6321-12478

Girlene Moreira da Silva

{"title":"Formación de profesores en IFRN para el tratamiento didáctico de la literatura en clases de español","authors":"Girlene Moreira da Silva","doi":"10.22168/2237-6321-12478","DOIUrl":"https://doi.org/10.22168/2237-6321-12478","url":null,"abstract":"La literatura funciona como exponente de culturas y discursos de diferentes regiones de diferentes países y ofrece numerosas posibilidades de elección por parte del profesor. Defendemos su presencia en las clases de lengua extranjera, a partir de las contribuciones de autores como Mendoza (1993, 2002, 2007), Aragão (2006), Silva (2011, 2016), Acquaroni (2007), Albaladejo (2007), entre otros. En este artículo, discutimos la importancia de la lectura literaria en las clases de español como lengua extranjera, así como la relevancia de la formación del profesorado para llevar la literatura a sus clases de lengua española. Además, presentamos la evolución del lugar de tratamiento didáctico del texto literario en la trayectoria del Curso de Licenciatura en Letras Español en el Campus Natal Central del IFRN, desde sus PPC (2005, 2012, 2014 y 2018), algunos proyectos ya realizados dentro del Curso que apuntan a la formación de los futuros profesores en este campo y, finalmente, las percepciones de 18 alumnos del Curso de Letras Español sobre la importancia de los conocimientos del tratamiento didáctico de la literatura para su formación y práctica docente. Los resultados nos muestran, principalmente, que, después, del acceso a una asignatura y a proyectos vueltos a esta mirada, hubo una superación de creencias negativas hacia la presencia del texto literario en clases de español como lengua extranjera (E/LE), además del reconocimiento de la importancia de la formación teórica y práctica de profesores de lenguas para el tratamiento didáctico de la literatura en clases de español.","PeriodicalId":40607,"journal":{"name":"Entrepalavras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91383661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Literaturas hispánicas y enseñanza de español: algunas consideraciones y sugerencias 西班牙文学与西班牙语教学:一些考虑与建议

Entrepalavras Pub Date : 2022-05-02 DOI: 10.22168/2237-6321-12393

Raquel da Silva Ortega

{"title":"Literaturas hispánicas y enseñanza de español: algunas consideraciones y sugerencias","authors":"Raquel da Silva Ortega","doi":"10.22168/2237-6321-12393","DOIUrl":"https://doi.org/10.22168/2237-6321-12393","url":null,"abstract":": This essay aims to discuss the importance of teaching literature for human formation and provoke a discussion about the need to incorporate Hispanic literatures into Spanish language classes of basic education. In recent years it is possible to observe the total disappearance of the Literature signature from the reduction in school curricula. In the case of foreign languages, it passed by the same time as literature, which at the time was considered a perfect model for learning foreign languages, disappeared from different classes to give way to new approaches considered to be inappropriate. However, there is currently a growing interest in his return to foreign language classes at the same time when doubts about how to do so are also raised. Based on the ideas of Cosson (2018, 2020), Giardinelli (2010), Nascimento and Trouche (2008), Pennac (1993), Perrone-Moisés (2006) and Todorov (2009) I present a brief overview of the teaching of literature In the documents that guide education in Brazil, there are some considerations based on the difficulties that teachers usually show and present some practical possibilities to demonstrate that the presence of Hispanic literatures in the Spanish class is possible and necessary for education the sensitivity.","PeriodicalId":40607,"journal":{"name":"Entrepalavras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82406253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

De la educación a distancia a la enseñanza remota de emergencia en clases de español en la universidad 从远程教育到大学西班牙语班的紧急远程教学

Entrepalavras Pub Date : 2022-05-02 DOI: 10.22168/2237-6321-12390

T. Carvalho, Sara De Paula Lima

{"title":"De la educación a distancia a la enseñanza remota de emergencia en clases de español en la universidad","authors":"T. Carvalho, Sara De Paula Lima","doi":"10.22168/2237-6321-12390","DOIUrl":"https://doi.org/10.22168/2237-6321-12390","url":null,"abstract":": Due to the pandemic caused by the coronavirus (COVID-19), it was necessary to adopt emergency remote education (ERE) as a way to minimize the impacts of social isolation on education. Thus, educational activities, which used to be completely face-to-face, started to be carried out using digital technologies. According to this context, in this article, we try to understand what, in fact, has changed after this first year of ERE, 2020 to 2021, and how, before and during the pandemic, experiences and studies about technologies in education interfere in our educational practices in today’s Spanish language classes in higher education. More specifically, the objectives of this work are: i) to identify characteristics of Distance Education (EaD) adapted to the ERE and ii) to present the digital literacies present in different contexts of the ERE. We draw on Kuklinski and Cobo (2020) with regard to higher-level ERE; in Brazil (2016) for the characterization of the EaD modality y in Rojo (2009) and Dudeney, Hockly and Pegrum (2018) to deal with digital literacy. As a result of the analysis, we found that teachers from higher education institutions (IES), after an abrupt and unplanned first moment, managed to appropriate digital educational resources (RED) and create a multimedia narrative for their subjects, especially those that they teach in Language courses - Spanish.","PeriodicalId":40607,"journal":{"name":"Entrepalavras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77284001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

La lengua española en la Red Federal de Educación: consideraciones sobre estatus y formas de trabajo 联邦教育网络中的西班牙语:对地位和工作形式的考虑

Entrepalavras Pub Date : 2022-05-01 DOI: 10.22168/2237-6321-12397

Jorge Rodrigues Souza Junior

引用次数: 0

Género discursivo como eje de propuestas didácticas para las clases de lenguas 话语体裁作为语言课程教学建议的轴心

Entrepalavras Pub Date : 2022-04-24 DOI: 10.22168/2237-6321-12385

Elzimar Goettenauer de Marins-Costa, Luciana María Almeida de Freitas

{"title":"Género discursivo como eje de propuestas didácticas para las clases de lenguas","authors":"Elzimar Goettenauer de Marins-Costa, Luciana María Almeida de Freitas","doi":"10.22168/2237-6321-12385","DOIUrl":"https://doi.org/10.22168/2237-6321-12385","url":null,"abstract":": Teaching from discursive genres presupposes considering that utterances incorporate language and society, and are always located in a context. On the other hand, focusing on the discourse does not mean neglecting the linguistic-textual materiality, but rather examining it in an articulated way to an analysis of the field of human activity, social function, interlocutors, time and space of production, circulation and reception of the texts. This article presents a set of procedures for the elaboration of teaching materials for additional languages, taking into consideration the discursive genres and the text as an object. The article is organized into two sections. In the first, a discussion is developed about linguistic education, according to the conception of language of the Bakhtin Circle (BAJTÍN, 1999; VOLOSHINOV, 2009), in special, about discursive genres and the use of this concept in additional language classes. In the second, taking the collection Sentidos en lengua española (FREITAS; COSTA, 2016) as an example, the exposure of the steps for planning a didactic proposal in which the language skills (reading, listening, writing and speaking) are exploited from the discursive genres, with an emphasis on its components (compositional structure, style and thematic content). In addition, the place occupied by linguistic knowledge in an effective discursive theoretical-methodological perspective is demonstrated.","PeriodicalId":40607,"journal":{"name":"Entrepalavras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90649211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

La Práctica de la Pronunciación en Cursos de Formación de Profesores de ELE 在外语教师培训课程中练习发音

Entrepalavras Pub Date : 2022-04-24 DOI: 10.22168/2237-6321-12384

Luciene Bassols Brisolara

引用次数: 0

Reflexiones y experiencias narrativas: algunas perspectivas para la formación de profesores de español 反思与叙事经验:西班牙语教师培训的一些视角

Entrepalavras Pub Date : 2022-03-29 DOI: 10.22168/2237-6321-12392

Antonio Ferreira Da Silva Junior, C. Falcão, Isadora Valencise Gregolin

引用次数: 0