Hello Everybody!
Aplitins seminar in Araguaína was great! We had about 140 participants! Take a look at the photos! After the photos you can read the resume of the communications and plenary sessions!
The next seminar is going to be in November , Palmas -TO. We count on you all there! THANKS FOR JOINING US!!!
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Special guests!!!
Sara Walker/Nara Hiroko
Tocantins and Araguaína Flags |
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| Organizing things for the seminar at Elisa's house! |
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| Hands on everybody!!! |
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| Part of the Workers! |
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| At the event! Hi Ramila!!! |
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| A word from the vice-president Elisa Alencar |
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| Round table: "O profissional de Língua Estrangeira e o Mercado de |Trabalho" |
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Tania Maria -DREA- Raniere-DREA- Rosana Morales-DREA
Sara Walker-British Council- Natividade SEDUC- Iveti- SEDUC
Rejane Gonçalves- UFT |
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| Students and Professor Alessandra Mara Assis-UFT |
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| The Public |
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| More people!!! |
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Professor Nara Hiroko-
Title of´presentation: Literacies in Brazil: towards a creative, critical and ethical perspective in language teachers’ development
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Ivete Bacri SEDUC/APLITINS
Nara Hiroko- UFMT
Rosana Morales- DREA |
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| Valeu Loureane!!! YOU Helped a lot!!! |
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Oak Rankin- Fulbright
Title of Presentation: Fulbright project
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Edna Cruz- Mell(mestrado Araguaína) Professor at UEMA Imperatriz
Title of presentation: English language teaching: the role of reading and writing
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Jordan Oliveira- UFT Student
Title of Presentation: An interesting experience with a traditional method.
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André Ricardo Ribeiro da Silva - Graduated in Letras at UFT
Title of the presentation: Família – Como trabalhar essa temática nas aulas de língua inglesa promovendo o senso crítico dos alunos.
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Naiane Vieira dos Reis
Title of Presentation: The use of multi-code texts to teach English
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Jaqueline Nogueira- SEDUC/APLITINS
Title of presentation: O uso dos recursos midiáticos no Ensino-aprendizagem de Língua Inglesa
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| A special group of participants!! |
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| Smile!!! |
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| Hummmm delicious!! Break time!!!! |
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| Relaxing around UFT... |
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| UFT Group of Professors:Oak Rankin Fulbright Assistant, Elisa Alencar, Rejane Gonçalves, Selma Abdalla, Naiana Galvão, Alessandra Mara, On the picture at rejane's hands Valéria Silva (she was sick!) |
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| At the end of the seminar!!! Ufa!!! |
GENERAL PROGRAM/ PROGRAMAÇÃO GERAL
Friday – May 20th
7.00- 8.00 REGISTRATION
8.00 - 8.30 OPENING SESSION: A word from Letras coordinator, Profa. Dra. Luiza Helena Oliveira– UFT
A word from Aplitins vice-president, Profa. Ms Elisa Borges de Alcântara Alencar
9.00 – 10.30 ROUND TABLE
O professor de Língua Estrangeira e o Mercado de Trabalho
Profa. Sebastiana Dias de Sousa- Director of Diretoria Regional de Ensino de Araguaína - DREA
Profa. MS Rejane Maria Gonçalves – Língua inglesa e estágios -UFT
Profa. Jaqueline Borges – Colégio Estadual Jardim Paulista
Joana Gonçalves de Almeida- Undergraduate student – Letras UFT
Moderator: Profa MS Elisa Alencar - Língua inglesa e estágio- UFT
10.30 – 11.00 COFFEE BREAK
11.00 –12.30 PLENARY SESSION
Profª Drª Nara Hiroko-UFMS- APLIEMS
Literacies in Brazil: towards a creative, critical and ethical perspective in language teachers’ development
The idea of making projects is by no means new. However, in a complex knowledge society, projects considering new forms of partnership to articulate new forms of communication, language, authorship, ethics, education seem to be at stake now. With this assumption, the aim of this presentation was to contextualize the National Project on Literacies, Multiliteracies and the Teaching of Foreign Languages from USP, to present and discuss some theoretical underpinnings and their implications in language teachers´ development and citizenship from a local-global perspective. Considering the visible potential with which learners have been making meaning online/offline via multi-hyper-modal language, challenging teachers’ decision making and traditional pedagogies and curricula, this presentation also discusses some activities that can enhance citizen authorship, critique, creativity and responsibility by assuming language as a social practice.
12.30 – 14.00 LUNCH BREAK
14.00 – 15.30 COMMUNICATION- (1)
Oak Rankin-FULBRIGHT
Fulbright project
This presentation was about the Fulbright Program, its history, its goals, and my observations on culture and education in Araguaína. The Fulbright Program was founded over 60 years ago by the United States of America to connect nations and collaborate in international education. The Fulbright Program offers grants for American students, scholars, teachers, professionals, scientists and artists to travel to foreign countries and for their counterparts in foreign countries to come to the United States. I was selected to participate in the Fulbright English Teaching Assistant program and was partnered with the Universidade Federal do Tocantins. The objective of the project is to improve the English level in all of Araguaína by improving the English proficiency of future teachers. We are currently utilizing workshops focusing on student participation where I observe them.The main point is working on culture. We change cultural information of both countries during the classes. At the end of the project we are planning to publish a book to share with public schools.
Lívia Chaves Melo- (MELL-UFT/Capes)
Motivational Literatures in English Teacher Training (literaturas de motivação na formação do professor de língua inglesa)
We investigate the use of motivational literature as argumentative strategies in producing reports Supervised Teaching in English Language produced by students in the student-teacher degree in Language Course at the University of Tocantins - UFT, campus of Araguaína. For the motivation literature we understand as provocative texts of distraction, comfort, hope, optimism and counseling that can’t enjoy recognition as scientific, though many of these texts are written by academics. The objective of this research is to analyze how the motivation literatures mobilized in the selected reports influence the formation of critical and reflective professional. We consider the recent contributions in the field of Applied Linguistics (AL), transdisciplinary field of research that mobilizes theoretical and methodological perspectives originate from different disciplines. Research results show that the motivations literatures are mobilized in the analyzed data due to complex situations that the student-teacher meet in the development stage involving low communicative competence in the target language, lack of materials and teaching resources for production activities, resistance of schools to accept trainees, among other factors.
Key-words: literacy; interdisciplinarity; teacher training.
Eduardo Amorim - Undergraduate Student -UFT
Articulando teoria e prática: analisando relatórios de estágio
O presente trabalho foi um recorte de uma pesquisa de iniciação científica, intitulada Abordagens interdisciplinares em relatórios de estágio supervisionado realizado na Educação de Jovens e Adultos, que vem sendo desenvolvida dentro do grupo de pesquisa Práticas de Linguagem em Estágio Supervisionado (PLES), em que investigamos como as concepções de interdisciplinaridade emergem nos relatos dos professores em formação inicial. Neste trabalho, selecionamos relatórios de estágio realizados em turmas da Educação de Jovens e Adultos, e buscaremos discutir de que maneiras as articulações entre teoria e prática (adequadas ou inadequadas) interferem na formação inicial do professor, enfocando os aspectos ligados às suas performances e na construção de sua identidade enquanto docentes.
Key-words: Interdisciplinaridade, Relatórios de estágio, Formação
Edna Cruz -(MELL-UFT/ Capes)
English language teaching: the role of reading and writing
The purpose of this article was to arouse teachers’ reflection about the role reading and writing play in the teaching of English as a second language. The text focuses on the lack of effective communicative projects, or in their descontextualization when they do exist, concerning activities involving the development of such abilities. It is suggested not only that reading goes far beyond the conventional interpretation of texts but also that, departing from their previous knowledge, reading offers the students opportunities of identifying new information and enables them to express it in their writing accordingly. Based on the Communicative Approach for teaching FL, which defends a useful learning focused on learner’s necessities, this article is an invitation for English teachers to think over their pedagogical practices and make reading and writing pleasant and meaningful for their students.
Words keys: Meaningful learning. Reading. Writing.
15.30 – 16.00 COFFEE BREAK
16.00 – 17.30 COMMUNICATION- (2)
Jordan Oliveira da Silva –Undergraduate student-UFT
An interesting experience with a traditional method.
It was a short analysis of an experience as observers in a class of English in a public school of Araguaina. The grammar translation method is seen here by its results and how the teacher and students deal with it. We’ll try to show that the method is not more important than the teacher, who can change any material into an interesting class to the students.
Keywords: Public school- English class-Traditional method
André Ricardo Ribeiro da Silva- Graduated in Letras-UFT
Família – Como trabalhar essa temática nas aulas de língua inglesa promovendo o senso crítico dos alunos.
Em meio a tantos problemas que envolvem as famílias e adolescentes em geral, surge a necessidade de discutir o conceito de família na sala de aula nas aulas de língua inglesa. Tal posicionamento surge a partir da necessidade de associar a língua estrangeira a um dos seus princípios pedagógicos enquanto disciplina voltada à educação: O desenvolvimento da críticidade dos discentes. Dessa forma queremos mostrar que é possível estudar inglês e aprender ao mesmo tempo sobre valores sociais, culturais e outros conceitos que formam cidadãos críticos e acima de tudo conscientes do seu papel perante a sociedade. Trabalharemos com esse tema em cima da estrutura e vocabulário sobre The Family: father, mother, brother,sister, grandfhater, grandmother entre outros vocábulos pertinentes ao assunto. Assim, vemos nessa conciliação entre o conteúdo da disciplina e as discussões de alguns temas relevantes para a formação do aluno enquanto cidadão crítico, um fator fundamental para que reflita-se sobre o verdadeiro papel do ensino de língua inglesa na sala de aula
Keywords: senso critico – família- lingua inglesa
Naiane Vieira dos Reis- Undergradute Student- UFT
The use of multi-code texts to teach English
This session presents an experience we had as trainee English teachers in a public school of Araguaina. We’ll show the results of a work that used multi codes texts to teach English and why it makes it easier to the student to understand and learn the English language through the multi codes texts.
Key words- Multi code texts- English teaching- Public school.
Jaqueline Nogueira – SEDUC- Palmas
O uso dos recursos midiáticos no Ensino-aprendizagem de Língua Inglesa
Esta apresentação foi o resultado de uma pesquisa realizada com professores de inglês membros de uma associação de professores no estado do Tocantins. Procurou-se verificar as possíveis contribuições desta associação no que tange ao uso dos recursos midiáticos no ensino aprendizagem de Língua Inglesa.
Keywords- Recursos midiáticos- Ensino e aprendizagem -Associação de professores
Saturday – May 21st
10.00 – 9.00 PLENARY SESSION
Prof. MS Sara Walker- British Council
Ideas, ideals and reality: relating what we do to what we've learnt
This interactive presentation reflected on what we do in the classroom related to the theory we learn at university or in our training and to our beliefs as teachers. A number of alternative ideas will be presented and teachers will be asked to discuss them and decide which best reflects their own practice and their knowledge of theory.
9.00 – 10.00 WORKSHops
1-Self-studying on the net: Get this idea!!
Rosana Maria M. F. Morales e Tania Maria de Oliveira Rosa-DRE-Araguaína
On this workshop Rosna and Tania intended to talk a little about the studying of English Language on the net and how it has increased through the years. The technology has helped a lot of teachers to improve their own skills and it has brought to them many ideas to make their classes better. We’ll introduce to them an specific way to study vocabulary, writing, reading, speaking and listening. They’ll have the opportunity to share their learning to people around the world and learn in an interacting way with native speakers. Do you want to know more? Come and joins us!!!
2-Shakeinspiration- Learning and teaching vocabulary through a Shakespeare play.
Naiana Siqueira galvão- UFT-Araguaína-
The participants were in contact with some activities focused on literature text – based on Hamlet and Macbeth’s first act. The emphases is on the building up and reinforcement of a semantic network of interrelated words and facilitating automatic lexical access improving reading and listening comprehension.
3- Using songs in EFL classroom
Rejane Maria Gonçalves-UFT- Araguaína
Maria de Fátima Falcão- Undergraduate Student -UFT
This workshop aimed to present the use of songs in English Language classroom. First, they talked about kinds of songs and the reason students like them. After that, they discussed about why songs are suitable, possible benefits of using them, and highlighted some tips for using music effectively. They also suggested some activities, as well as some websites that offer online materials and resources.
4- Games in the Classroom: Why, How and when?
Elisa Alencar-UFT- Araguaína
Oak Rankin- English teaching Assistant- Fulbright
This workshop aimed to help teachers and future Teachers use games more effectively in their classes. Elisa and Oak intended to show the usefulness of games if teachers have clearly in their minds why, how and when using them. They also produced some games together.
10.00 – 10.30
COFFEE BREAK
10.30 – 11.30
PLENARY SESSION
Prof. MS Alessandra Assis- UFT- Araguaína
OMG!!! Am I supposed to know English to teach it? Why should I do that?
Many of our students face two crucial issues during the course. The first one is related to how much they know of English to become a teacher. Are they fluent enough? Do they speak well enough to start teaching? On the other hand, who can measure that? The second is one of the most important questions asked by their own students: why should they learn English, as a consequence, why should professors teach this L2? BROWN (1993) provides some questions we should ask before start teaching a group to get to know our students. In this plenary talk Alessandra Assis proposed some questions we should ask ourselves before entering a classroom in order to clarify our purpose in doing that.
