Autononomia na formação de professores por meio de gêneros textuais

Juliana Cristiano Andrade; Vera Lucia Lopes Cristovao

doi:10.5433/1679-0383.2010v31n2p145

Autonomy in teacher education using a text genre approach

Authors

Juliana Cristiano Andrade
Vera Lucia Lopes Cristovao Universidade Estadual de Londrina

DOI:

https://doi.org/10.5433/1679-0383.2010v31n2p145

Keywords:

Teaching education, Text genre, Autonomy,

Abstract

Nowadays, it is necessary to develop autonomy awareness in teacher education. It is through language that teachers become able to reflect upon their teaching practice, being able to find new paths for classroom teaching. Due to this situation, it is proposed a text genre approach (CRISTOVÃO,2005) to achieve this reflection, this autonomy. Acknowledging this possibility to develop autonomy through a text genre perspective, this study intends to discuss how autonomy is present in our corpus (procedures used by teacher educators in different Brazilian institutions). And also, we intend to show which procedures convey this development.

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Author Biographies

Juliana Cristiano Andrade

Bolsista PROIC/UEL no período 2008/2009 e aluna do curso de Letras Estrangeiras Modernas – Inglês da UEL.

Vera Lucia Lopes Cristovao, Universidade Estadual de Londrina

Professora associada da Universidade Estadual de Londrina, doutorado e pós doutorado em Lingüística Aplicada e Estudos da Linguagem pela Pontifícia Universidade Católica de São Paulo. Membro do Programa de Pós Graduação em Estudos da Linguagem (PPGEL - UEL) e líder do grupo de pesquisa Linguagem e Educação.

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Published

2011-09-06

How to Cite

ANDRADE, Juliana Cristiano; LOPES CRISTOVAO, Vera Lucia. Autonomy in teacher education using a text genre approach. Semina: Ciências Sociais e Humanas, [S. l.], v. 31, n. 2, p. 145–162, 2011. DOI: 10.5433/1679-0383.2010v31n2p145. Disponível em: https://ojs.uel.br/revistas/uel/index.php/seminasoc/article/view/8697. Acesso em: 24 nov. 2024.

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Issue

Vol. 31 No. 2 (2010)

Section

Artigos Seção Livre

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