Navegando por Autor "Monteiro, Marta de Faria e Cunha"

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Amazonglês: guia didático para auxiliar no aprendizado significativo de vocabulário em inglês
(2024-03-25) Mendes, Isabella Marcela Teixeira Laborda; Coelho, Iandra Maria Weirich da Silva; Monteiro, Marta de Faria e Cunha
This guide presents a proposal for a Potentially Significant Teaching Unit (UEPS), which aims to contribute to the teaching-learning process of vocabulary in English for elementary school students. The guidelines presented in this guide aim to help teachers and students with more meaningful strategies for their pedagogical practices. To this end, instructions are presented for the application of a proposal called Amazonglish, grids for evaluating vocabulary and suggestions for adapting activities according to the teacher's objectives and students' needs. This guide covers food-related topics, specifically with vocabulary from the Amazon region. However, the guide may be applicable to other topics in the English subject.
BET: Blended English Teaching: guia para professores de inglês para fins específicos
(2017-01-20) Sousa, Yna Honda de; Mendonça, Andréa Pereira; Coelho, Iandra Maria Weirich da Silva; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Cabral Neto, João dos Santos; Monteiro, Marta de Faria e Cunha
Blended English Teaching (BET) is a teaching-learning proposal to English enhance English language reading skill the word decoding and the integration of ideas in texts. BET is composed by three fundamental elements: hybrid teaching models, virtual resources to provide self-study inside and outside from Computing area, with texts compiled from manuals and tutorials related to hardware and software in English. This guide purpose is share with English teachers, guidelines on how to implement BET in English any technical area, as well as to present links to all activities used and suggestions to increase knowledge regarding the items mentioned in the implementation.
Formação continuada de professores de Língua Portuguesa à luz do letramento: reflexões e proposta
(2019-04-29) Lima, Augusto José Savedra; Monteiro, Marta de Faria e Cunha; http://lattes.cnpq.br/4672487830828193; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Pereira, Valéria Cristina Ribeiro; http://lattes.cnpq.br/1419088430342779
This dissertation deals with the continued development of Portuguese language teachers, in dialogue with the literacy theory, and it’s a consequence of the research carried out in the Professional Master's Degree in Technological Teaching - MPET, at the Federal Institute of Education, Science and Technology of Amazonas - IFAM / Campus Manaus Centro - CMC. The research had as general objective to investigate in which narrative aspects of Portuguese Language teachers reflect their practices as agents of literacy. Thus, this work had four unfolding, the specific objectives: understanding the practices of Portuguese language teachers from their narratives; discussing the conceptions of Portuguese language teachers about literacy based on their narratives; identifying in the narratives of Portuguese Language teachers practices as agent of literacy; and elaborating a proposal of continued development for Portuguese Language teachers in the light of the literacy. To reach these goals, Oral History was chosen as a methodological way, using the participants' narratives in order to generate the data, based on interviews recorded and directed by a general script and individual scripts. Thus, in the data analysis process, four categories wich were divided in subcategories: a) profile of the Portuguese Language teacher of the Federal Institute of Education, Science and Technology of Amazonas - IFAM / Campus Parintins - IFAM CPA; b) practices and conceptions of the participants of the research regarding teaching-learning of reading and writing; c) practices as a literacy agent; and d) continued development in the light of literacy. The results evidenced: the concern of the participants in a continued development, because they understand the dynamism of the teaching; the attention to the plans and strategies devised for the classroom; the meaning given by them to the teacher's practice; your mobilizing capacity to organize spaces to carry out their activities; and the reflection they do about their pedagogical work. They also pointed out the teaching knowledge, research and reflection as development possibilities for these professionals, considering the theories about the continued development of teachers, literacy and textual / discursive genres. According to the theoretical basis of this work, the research course and its results, the educational product was built, a development course entitled Continued development for Portuguese language teachers: reflections and a proposal in the light of literacy, in digital format - e-book, which is structured in a review of the literature, basic texts to experience the development process, suggested scripts for development meetings and narratives of those who experienced the test process for product implementation.
Formação continuada para professores de Língua Portuguesa: reflexões e uma proposta à luz do letramento
(2019-04-29) Lima, Augusto José Savedra; Ponciano, Nilton Paulo; Monteiro, Marta de Faria e Cunha; Monteiro, Marta de Faria e Cunha; http://lattes.cnpq.br/4672487830828193; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Pereira, Valéria Cristina Ribeiro; http://lattes.cnpq.br/1419088430342779
In this educational product, continuing development course for Portuguese language teachers, as a result of the research carried out in the Professional Masters in Technological Teaching (MPET - IFAM), we emphasize the production of the memorial development genre as a formative possibility, based on reflections and practices in the light of literacy. It is a prototype proposal developed through six workshops and with the aim of instigating the teachers to go through a process of reflection and criticism about their practices and conceptions regarding to their pedagogical work, in a space of construction and reconstruction of their memorials and of themselves. The material that we present is constituted by four units that dialogue with each other. The first, Experiencing the development, it’s directed towards the workshops and their particularities; The second, A Visit to literature, it consists of texts about the formation of teachers in the Brazilian contemporaneity, literacy, textual / discursive genre and the memorial as a space of continued development; the third, A little bit of a lived experience, it presents reports of those who experienced this formative process, at the moment when this prototype proposal was implemented with the purpose of perfecting it; and the fourth, Basic Texts for experiencing the action, it is configured as reference for construction and reconstruction of the memorial development. We understand that thinking about the continuing development of Portuguese language teachers through the bias of the production of memorials in the light of literacy can help in the development of teachers in the Brazilian context. We believe that this prototype proposal can be used in other contexts of the development different the initial proposal, if considering the construction process of it, which is recorded in the master’s degree dissertation Continued development of Portuguese language teachers in the light of literacy: reflections and proposal.
Oficina de produção textual
(2019-11-20) Aleixo, Marcos Frederico Kruger; Gonzaga, Amarildo Menezes; Monteiro, Marta de Faria e Cunha; Lima, Augusto José Savedra; Feitosa Júnior, Edson Castelo Branco; Santos, Marcos Roberto dos