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Authors
Advisor(s)
Abstract(s)
Nas últimas décadas, o conceito de competência comunicativa tem recebido
destaque no ensino-aprendizagem de línguas estrangeiras, onde o domínio das
habilidades de comunicação é considerado essencial nas interações. A intervenção do
professor, como parte importante da interação professor-aluno, desempenha um papel
insubstituível: não apenas melhora o input linguístico efetivo dos alunos, mas também
induz o output, construindo uma ponte de comunicação entre o ensino e a aprendizagem.
No entanto, a investigação atual sobre a intervenção do professor centra-se sobretudo
nas disciplinas de Matemática e Ciências, raramente estando relacionada com a
aprendizagem de línguas estrangeiras. Recentemente, é cada vez mais crucial
considerar o aluno como o construtor do seu próprio conhecimento, com o professor
assumindo um papel de facilitador, tal como na abordagem comunicativa no ensino de
línguas estrangeiras.
O ensino dialógico implica uma conversa contínua entre o professor e os alunos,
utilizando a comunicação eficaz para promover o ensino e a aprendizagem. Os
professores assumem a responsabilidade de criar diálogos que incentivem os alunos a
raciocinar, discutir e argumentar, em vez de apenas responderem passivamente. Desta
forma, o ensino dialógico pode oferecer uma base teórica para orientar a prática dos
professores em sala de aula e promover um ambiente de aprendizagem mais interativo
e reflexivo.
Tendo como objetivo entender o impacto de intervenção do professor em aulas de
português como língua estrangeira (PLE) na perspetiva do ensino dialógico, a autora
vai observar aulas de PLE em quatro níveis de proficiência (A2, B1, B2, C1). Através
das evidências concretas, como a natureza das perguntas feitas pelo professor ou a
forma como os professores respondem às contribuições dos alunos, pretende-se
identificar se as intervenções do professor promovem a participação ativa dos alunos e
incentivam a troca de ideias.
Através de grelhas de observação e anotações de observação da autora, as formas
mais comuns de intervenção são a explicação, a extensão e a sugestão. Os professores raramente usam a repetição, a complementação e o comentário para intervir e
acompanham os elogios com outras formas de intervenção. Não se observou o uso de
críticas nas aulas observadas.
A análise dos dados recolhidos revela que as formas de intervenção podem ser
classificadas de acordo com o seu foco, seja no conteúdo ou no processo. A explicação
e a extensão servem como um material de aprendizagem para oferecer aos alunos
oportunidade de consolidar e aperfeiçoar os conhecimentos já adquiridos. As
intervenções breves como a correção, o complemento e a sugestão envolvem menos
conhecimento específico de língua e focam mais em avançar os diálogos entre professor
e alunos. A repetição, o comentário e o elogio geralmente não abordam conhecimentos,
mas são cruciais para responder às contribuições dos alunos e manter o andamento da
aula. As diversas formas de intervenção do professor podem cultivar o pensamento
crítico, a capacidade de reflexão e a autonomia dos alunos.
In recent decades, the concept of communicative competence has gained attention in foreign language teaching and learning, where the mastery of communication skills is considered essential in interactions. Teacher intervention, as an important part of teacher-student interaction, plays an irreplaceable role: it not only improves students' effective linguistic input, but also induces output, which builds a communication bridge between teaching and learning. However, current research on teacher intervention focuses mainly on mathematics and science and is rarely related to foreign language learning. Recently, it has become increasingly crucial to consider the student as the builder of their own knowledge, with the teacher taking on a facilitating role, as in the communicative approach to foreign language teaching. Dialogic teaching implies a continuous conversation between the teacher and the students, using effective communication to promote teaching and learning. Teachers take responsibility for creating dialogues that encourage students to reason, discuss and argue, rather than just responding passively. In this way, dialogic teaching can offer a theoretical basis to guide teachers' practice in the classroom, promoting a more interactive and reflective learning environment. With the aim of understanding the impact of teacher intervention in Portuguese as foreign language classes from the perspective of dialogic teaching, the author will observe PLE classes at four proficiency levels (A2, B1, B2, C1). Through concrete evidence, such as the nature of the questions asked by the teacher or the way in which teachers respond to student contributions, we try to identify whether the teacher's interventions promote active student participation and encourage the exchange of ideas. Through the author's observation grids and observation notes, explanation, extension and suggestion are the most common forms. Teachers rarely use repetition, complementation and commentary to intervene and accompany praise with other forms of intervention. The use of criticism was not observed in the lessons observed. Analysis of the data collected reveals that forms of intervention can be classified according to their focus, whether on content or process. Explanation and extension serve as learning material to offer students the opportunity to consolidate the knowledge they have already acquired. Short interventions such as correction, complement and suggestion involve less specific language knowledge and focus more on advancing dialogs between teacher and students. Repetition, comment and praise generally don't address specific language knowledge, but are crucial for responding to students' contributions and keeping the lesson on track. The various forms of teacher intervention could cultivate students' critical thinking, ability to reflect and autonomy.
In recent decades, the concept of communicative competence has gained attention in foreign language teaching and learning, where the mastery of communication skills is considered essential in interactions. Teacher intervention, as an important part of teacher-student interaction, plays an irreplaceable role: it not only improves students' effective linguistic input, but also induces output, which builds a communication bridge between teaching and learning. However, current research on teacher intervention focuses mainly on mathematics and science and is rarely related to foreign language learning. Recently, it has become increasingly crucial to consider the student as the builder of their own knowledge, with the teacher taking on a facilitating role, as in the communicative approach to foreign language teaching. Dialogic teaching implies a continuous conversation between the teacher and the students, using effective communication to promote teaching and learning. Teachers take responsibility for creating dialogues that encourage students to reason, discuss and argue, rather than just responding passively. In this way, dialogic teaching can offer a theoretical basis to guide teachers' practice in the classroom, promoting a more interactive and reflective learning environment. With the aim of understanding the impact of teacher intervention in Portuguese as foreign language classes from the perspective of dialogic teaching, the author will observe PLE classes at four proficiency levels (A2, B1, B2, C1). Through concrete evidence, such as the nature of the questions asked by the teacher or the way in which teachers respond to student contributions, we try to identify whether the teacher's interventions promote active student participation and encourage the exchange of ideas. Through the author's observation grids and observation notes, explanation, extension and suggestion are the most common forms. Teachers rarely use repetition, complementation and commentary to intervene and accompany praise with other forms of intervention. The use of criticism was not observed in the lessons observed. Analysis of the data collected reveals that forms of intervention can be classified according to their focus, whether on content or process. Explanation and extension serve as learning material to offer students the opportunity to consolidate the knowledge they have already acquired. Short interventions such as correction, complement and suggestion involve less specific language knowledge and focus more on advancing dialogs between teacher and students. Repetition, comment and praise generally don't address specific language knowledge, but are crucial for responding to students' contributions and keeping the lesson on track. The various forms of teacher intervention could cultivate students' critical thinking, ability to reflect and autonomy.