Papers by lilian carneiro
BULLETIN DE LIAISON N° 18 du Centre de Recherches Internationales sur l’Imaginaire CRI2i Cluj — printemps 2019, 2019
SÃO PAULO – BRÉSIL - Grupo de Pesquisa – Arte, Cultura e Imaginário
Universidade de Santo Amaro ... more SÃO PAULO – BRÉSIL - Grupo de Pesquisa – Arte, Cultura e Imaginário
Universidade de Santo Amaro (UNISA)
Coordinatrice: Maria Auxiliadora Fontana BASEIO - page 67
Lilian F. CARNEIRO, O lúdico na perspectiva da aprendizagem de língua estrangeira no ensino fundamental em anos iniciais, 21 Congresso de Iniciação Científica, 15a. Mostra de pós-graduação e 4ºencontro PIBID, 2018. page 68.
Lilian F. CARNEIRO, Alvaro Cardoso GOMES, O Lúdico no Ensino da Língua Inglesa, I Simpósio Internacional As ciências humanas e o conhecimento interdisciplinar, UNISA, São Paulo, 2018. page 68.
Organisation: Lilian F. CARNEIRO. Jornadas Culturais e Sarau artístico para alunos do Curso de Letras e Pedagogia (oitava edição). São Paulo, 2018. page 69.
Organisation: Lilian F. CARNEIRO. Projeto de Leitura dos Clássicos. São Paulo, 2018. page 69.
Organisation: Lilian F. CARNEIRO. Projeto Interdisciplinar: Multiculturalismo: influências africanas e indígenas na cultura brasileira. São Paulo, 2018. page 69.
Lilian F. CARNEIRO, Jóice Aparecida de Souza PINTO, “A relevância do lúdico e da oralidade no ensino da Língua Inglesa para crianças”, Revista Eniac Pesquisa, v.6, 2018. page 70.
Lilian F. CARNEIRO, Alvaro Cardoso GOMES, “O lúdico no ensino da língua inglesa”, Revista UniÍtalo em Pesquisa, v.8, 2018, p.100 - 120. (page 70).
site: www.unisa.br
Thesis Chapters by lilian carneiro
https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConc... more https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=8029302
In foreign language classes, pedagogical practice has demonstrated the need to use methods that develop students' interest in learning about other cultures and learning other languages, effectively. Therefore, this study aimed to investigate the ludic approach in foreign language teaching for elementary school students, with the purpose of identifying the benefit that it can provide in the acquisition of knowledge and the effectiveness in improving the language teaching-learning. Based on theories that defend the ludic, as a pedagogical practice, capable of motivating the student to acquire more knowledge, we tried to analyze the activities present in the foreign language didactic material, used in state schools, for Elementary School-II. A basic nature research was conducted as to nature; exploratory, as the purposes and bibliographic, as the procedures. The descriptive bibliographic procedure was used in already elaborated materials: books, scientific articles, magazines, electronic documents and encyclopedias, in the search and allocation of knowledge of the ludic in the teaching of the English language, as an educational proposal, present in activities in the textbooks, that promote the development of critical and interdisciplinary intercultural competence, correlating such knowledge with methodologies already worked by other authors. The applicability of ludicity was verified as a strategy for teaching and learning, categorized by Joan Huizinga. The theoretical basis presented by Maria da Graça Nicoletti Mizukami made it possible to elect the cognitivist theories defended by Jean Piaget and Lev Vygotsky. For foreign language assimilation, Stephen Krashen and Douglas Brown brought their learning techniques. Besides that, in the activities present in the didactic material, each one of Howard Gardner's multiple intelligences stood out. The Way to English collection by Editora Ática, which is part of the National Textbook Program (PNLD) for the three years 2017, 2018 and 2019, was analyzed. The results showed that among the various techniques available for teaching English, the ludicity has its importance in the development of learning. It was also noticed that the PNLD, being in the third version, presented gaps that are necessary for the effective use of the didactic material. However, it was understood that there will always be something to evolve in the pursuit of excellence in education.
Uploads
Papers by lilian carneiro
Universidade de Santo Amaro (UNISA)
Coordinatrice: Maria Auxiliadora Fontana BASEIO - page 67
Lilian F. CARNEIRO, O lúdico na perspectiva da aprendizagem de língua estrangeira no ensino fundamental em anos iniciais, 21 Congresso de Iniciação Científica, 15a. Mostra de pós-graduação e 4ºencontro PIBID, 2018. page 68.
Lilian F. CARNEIRO, Alvaro Cardoso GOMES, O Lúdico no Ensino da Língua Inglesa, I Simpósio Internacional As ciências humanas e o conhecimento interdisciplinar, UNISA, São Paulo, 2018. page 68.
Organisation: Lilian F. CARNEIRO. Jornadas Culturais e Sarau artístico para alunos do Curso de Letras e Pedagogia (oitava edição). São Paulo, 2018. page 69.
Organisation: Lilian F. CARNEIRO. Projeto de Leitura dos Clássicos. São Paulo, 2018. page 69.
Organisation: Lilian F. CARNEIRO. Projeto Interdisciplinar: Multiculturalismo: influências africanas e indígenas na cultura brasileira. São Paulo, 2018. page 69.
Lilian F. CARNEIRO, Jóice Aparecida de Souza PINTO, “A relevância do lúdico e da oralidade no ensino da Língua Inglesa para crianças”, Revista Eniac Pesquisa, v.6, 2018. page 70.
Lilian F. CARNEIRO, Alvaro Cardoso GOMES, “O lúdico no ensino da língua inglesa”, Revista UniÍtalo em Pesquisa, v.8, 2018, p.100 - 120. (page 70).
site: www.unisa.br
Thesis Chapters by lilian carneiro
In foreign language classes, pedagogical practice has demonstrated the need to use methods that develop students' interest in learning about other cultures and learning other languages, effectively. Therefore, this study aimed to investigate the ludic approach in foreign language teaching for elementary school students, with the purpose of identifying the benefit that it can provide in the acquisition of knowledge and the effectiveness in improving the language teaching-learning. Based on theories that defend the ludic, as a pedagogical practice, capable of motivating the student to acquire more knowledge, we tried to analyze the activities present in the foreign language didactic material, used in state schools, for Elementary School-II. A basic nature research was conducted as to nature; exploratory, as the purposes and bibliographic, as the procedures. The descriptive bibliographic procedure was used in already elaborated materials: books, scientific articles, magazines, electronic documents and encyclopedias, in the search and allocation of knowledge of the ludic in the teaching of the English language, as an educational proposal, present in activities in the textbooks, that promote the development of critical and interdisciplinary intercultural competence, correlating such knowledge with methodologies already worked by other authors. The applicability of ludicity was verified as a strategy for teaching and learning, categorized by Joan Huizinga. The theoretical basis presented by Maria da Graça Nicoletti Mizukami made it possible to elect the cognitivist theories defended by Jean Piaget and Lev Vygotsky. For foreign language assimilation, Stephen Krashen and Douglas Brown brought their learning techniques. Besides that, in the activities present in the didactic material, each one of Howard Gardner's multiple intelligences stood out. The Way to English collection by Editora Ática, which is part of the National Textbook Program (PNLD) for the three years 2017, 2018 and 2019, was analyzed. The results showed that among the various techniques available for teaching English, the ludicity has its importance in the development of learning. It was also noticed that the PNLD, being in the third version, presented gaps that are necessary for the effective use of the didactic material. However, it was understood that there will always be something to evolve in the pursuit of excellence in education.
Universidade de Santo Amaro (UNISA)
Coordinatrice: Maria Auxiliadora Fontana BASEIO - page 67
Lilian F. CARNEIRO, O lúdico na perspectiva da aprendizagem de língua estrangeira no ensino fundamental em anos iniciais, 21 Congresso de Iniciação Científica, 15a. Mostra de pós-graduação e 4ºencontro PIBID, 2018. page 68.
Lilian F. CARNEIRO, Alvaro Cardoso GOMES, O Lúdico no Ensino da Língua Inglesa, I Simpósio Internacional As ciências humanas e o conhecimento interdisciplinar, UNISA, São Paulo, 2018. page 68.
Organisation: Lilian F. CARNEIRO. Jornadas Culturais e Sarau artístico para alunos do Curso de Letras e Pedagogia (oitava edição). São Paulo, 2018. page 69.
Organisation: Lilian F. CARNEIRO. Projeto de Leitura dos Clássicos. São Paulo, 2018. page 69.
Organisation: Lilian F. CARNEIRO. Projeto Interdisciplinar: Multiculturalismo: influências africanas e indígenas na cultura brasileira. São Paulo, 2018. page 69.
Lilian F. CARNEIRO, Jóice Aparecida de Souza PINTO, “A relevância do lúdico e da oralidade no ensino da Língua Inglesa para crianças”, Revista Eniac Pesquisa, v.6, 2018. page 70.
Lilian F. CARNEIRO, Alvaro Cardoso GOMES, “O lúdico no ensino da língua inglesa”, Revista UniÍtalo em Pesquisa, v.8, 2018, p.100 - 120. (page 70).
site: www.unisa.br
In foreign language classes, pedagogical practice has demonstrated the need to use methods that develop students' interest in learning about other cultures and learning other languages, effectively. Therefore, this study aimed to investigate the ludic approach in foreign language teaching for elementary school students, with the purpose of identifying the benefit that it can provide in the acquisition of knowledge and the effectiveness in improving the language teaching-learning. Based on theories that defend the ludic, as a pedagogical practice, capable of motivating the student to acquire more knowledge, we tried to analyze the activities present in the foreign language didactic material, used in state schools, for Elementary School-II. A basic nature research was conducted as to nature; exploratory, as the purposes and bibliographic, as the procedures. The descriptive bibliographic procedure was used in already elaborated materials: books, scientific articles, magazines, electronic documents and encyclopedias, in the search and allocation of knowledge of the ludic in the teaching of the English language, as an educational proposal, present in activities in the textbooks, that promote the development of critical and interdisciplinary intercultural competence, correlating such knowledge with methodologies already worked by other authors. The applicability of ludicity was verified as a strategy for teaching and learning, categorized by Joan Huizinga. The theoretical basis presented by Maria da Graça Nicoletti Mizukami made it possible to elect the cognitivist theories defended by Jean Piaget and Lev Vygotsky. For foreign language assimilation, Stephen Krashen and Douglas Brown brought their learning techniques. Besides that, in the activities present in the didactic material, each one of Howard Gardner's multiple intelligences stood out. The Way to English collection by Editora Ática, which is part of the National Textbook Program (PNLD) for the three years 2017, 2018 and 2019, was analyzed. The results showed that among the various techniques available for teaching English, the ludicity has its importance in the development of learning. It was also noticed that the PNLD, being in the third version, presented gaps that are necessary for the effective use of the didactic material. However, it was understood that there will always be something to evolve in the pursuit of excellence in education.