PEESI2_02

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Prof. Fellipe Cavallero
Aula 2: Análise dos Parâmetros Curriculares Nacionais - PCNs
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Aula 2: Análise dos Parâmetros Curriculares Nacionais - PCNs
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Agenda:
Sociocultural Theory;
Mediation & Zone of Proximal Development;
Sociointeractive view of language teaching:
 a) Context; b) The role of language; 
 c) Consequences;
4. Cognitive processes & Theoretical Issues;
5. In real life;
6. The role of teachers;
7. Summary;
Aula 2: Análise dos Parâmetros Curriculares Nacionais - PCNs
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
1. Sociocultural Theory (SCT)
“A social theory of learning that was first developed by Lev Vygotsky, a Russian child psychologist in the 1920s...SCT views learning as a mediated process in which the individuals develop as they interact with their environment. Such interaction is mediated by tools such as culture and language, which allow individuals to participate in social settings. An important SCT concept for Second Language Acquisition is the zone of proximal development, which is a metaphorical concept that refers to the distance between what learners can do on their own and what they can do with the assistance of na expert...”. 
(LOEWEN & REINDERS, 2012, p. 157).
Aula 2: Análise dos Parâmetros Curriculares Nacionais - PCNs
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
1. Sociocultural Theory (SCT)
Question: To what extent is Socialcultural Theory linked to the PCNs?
Aula 2: Análise dos Parâmetros Curriculares Nacionais - PCNs
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
2. Sociointeractive view of language teaching
a) Context: 
The Parâmetros Curriculares Nacionais (1998), hereafter PCN, are quality guidelines established by the Federal Government to guide school staff in carrying out their work. Their main objective is to standardize education in our country.
The PCNs (p. 8) argue that: “A aprendizagem de língua estrangeira é uma possibilidade de aumentar a autopercepção do aluno como ser humano e como cidadão. Por esse motivo, ela deve centrar-se no engajamento discursivo do aprendiz, ou seja, em sua capacidade de se engajar e engajar outros no discurso, de modo a poder agir no mundo social”.
Aula 2: Análise dos Parâmetros Curriculares Nacionais - PCNs
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
2. Sociointeractive view of language teaching
b) The role of language: “Language is conceived of, in the first place, as an instrument of social interaction between human beings, used with the primary aim of establishing communicative relations between speakers and addressees”. (DIK, Simon C. Functional grammar)
c) Consequences: 
1) The PCN are mainly based on the sociointeractionist view of language and teaching. According to this view, when people are engaged in discourse, they take their interlocutors into consideration in the social construction of meaning.
Aula 2: Análise dos Parâmetros Curriculares Nacionais - PCNs
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
2. Sociointeractive view of language teaching
c) Consequences: 
2) People get involved in written or oral interaction in order to act in the social world at a particular time and in a particular location, in relation to whom they are addressing or to whom addressed them.
“Verbal interaction, i.e., social interaction by means of language, is a form of structured cooperative activity. It is structured activity in the sense that it is governed by social rules, norms, or conventions. These rules together constitute the system underlying verbal interaction”.
 (DIK, Simon C. Functional grammar)
Question: How is it related to learning?
Aula 2: Análise dos Parâmetros Curriculares Nacionais - PCNs
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
3. Cognitive processes
Cognitive processes have a social nature, and are generated by the interaction between the student and a more competent partner. However, in the classroom, this interaction is generally asymmetrical, which creates specific difficulties for the construction of knowledge.
In order to overcome these difficulties and help learners to become more autonomous, it is important that teachers learn to share their power and give students a voice, so that they can become the subjects of their own discourse and also of their learning.
Question: In what ways can teachers foster learning?
Aula 2: Análise dos Parâmetros Curriculares Nacionais - PCNs
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
4. Theoretical issues - PCN
De acordo com o PCN (p. 19):
“A aprendizagem de uma língua estrangeira deve garantir ao aluno seu engajamento discursivo.Isso pode ser viabilizado em sala de aula, por meio de atividades pedagógicas centradas na constituição do aluno como ser discursivo, ou seja, sua construção como sujeito do discurso via língua estrangeira. Essa construção passa pelo envolvimento do aluno com os processos sociais de criar significados por intermédio da utilização de uma língua estrangeira”.
Question: Is it really feasible?
Aula 2: Análise dos Parâmetros Curriculares Nacionais - PCNs
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
5. In real life: typical challenges in Brazilian schools
It is usually impracticable to teach all four language skills in most Brazilian public and private schools due to several adverse conditions. Some of them are:
Mastery of the four skills: speaking, listening, reading & writing;
Reduced working hours;
Overcrowded classrooms;
Poor command of oral skills on the part of most teachers;
Poor/ no language teaching materials, etc.
Question: Any suggestions???
Aula 2: Análise dos Parâmetros Curriculares Nacionais - PCNs
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
6. Rethinking the role of teachers
The teacher plays an important role in developing his/ her students’ autonomy. S/he is the mediator in his/ her students’ learning process and in the development of their attitudes towards the language.
In other words, s/he is the person responsible for providing classroom experiences to which students can connect their prior life experiences. When teachers and students explore a subject together, it is easier for students to incorporate new knowledge.
“There is a light at the end of the tunnel”... And it´s not a train coming in your direction!!!  
Aula 2: Análise dos Parâmetros Curriculares Nacionais - PCNs
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
6. Rethinking the role of teachers
Suggestions:
The first day is the most important act of your life for establishing the rules and regulations of the classroom in agreement with your school´s pedagogical plan;
Make your students curious: begin your lesson by writing the topics of the day on the board and tell them that by the end of the day, they will be able to understand the contents from the list;
Teach your students how to be organized. They should have the necessary materials to follow you throughout the lessons (notebook, pens, pencils, etc. Doublecheck every class);
Aula 2: Análise dos Parâmetros Curriculares Nacionais - PCNs
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
6. Rethinking the role of teachers
Suggestions:
Create a seating map;
Foster your students´ participation;
Make a good use of the blackboard/whiteboard (use different colors to hightlight important aspects of the English language) & the digital tools available;
Aula 2: Análise dos Parâmetros Curriculares Nacionais - PCNs
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
6. Rethinking the role of teachers
Suggestions:
Create a poster with the most important chunks for classroom language (E.g.: Open your
books to page; Close your books; Listen; Silence, please; May I go to the toilet, please? Etc.);
Assess students at least twice every two months;
Whenver possible, assign homework;
 Above all, love being a teacher.
Aula 2: Análise dos Parâmetros Curriculares Nacionais - PCNs
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
7. All in all ...
By empowering his/her students, the teacher becomes a guide, a facilitator in the students’ learning process. Consequently, s/he is preparing them to face the complexities of the world outside the classroom.
 Elaborating scientific knowledge is very important, but it is definitely not enough. Students should be able to apply this knowledge in their daily lives. By doing this, they will be able to demonstrate the relevance of what they learned during their academic years.
Aula 2: Análise dos Parâmetros Curriculares Nacionais - PCNs
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
8. Summary
Sociocultural Theory;
Mediation & Zone of Proximal Development;
Sociointeractive view of language teaching:
 a) Context; b) The role of language; 
 c) Consequences;
4. Cognitive processes & Theoretical Issues;
5. In real life;
6. The role of teachers;
7. Bibliography;
Aula 2: Análise dos Parâmetros Curriculares Nacionais - PCNs
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
9. Bibliogrphy:
REINDERS, Hayo.; LOEWEN, Shawn. Key concepts in second language acquisition. New York: Palgrave Macmillan, 2011.