A formação do professor para o ensino bilíngue

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dc.contributor.advisorVasconcelos , Maria Lucia Marcondes Carvalho
dc.contributor.advisor1Latteshttp://lattes.cnpq.br/8867051797313548por
dc.contributor.authorEspírito Santo, Emanuela Rodrigues do
dc.creator.Latteshttp://lattes.cnpq.br/9945044654170440por
dc.date.accessioned2019-12-11T23:54:24Z
dc.date.accessioned2020-05-28T18:13:45Z
dc.date.available2020-05-28T18:13:45Z
dc.date.issued2019-10-22
dc.description.abstractThe Brazilian educational scenario in private schools has changed in recent years due to the increase in demand for quality teaching associated with proficiency and fluency in at least one foreign language, in general, the English Language. Thus, the number of bilingual institutions has grown, in which families enroll their children with the intention of developing fluency from an early age in another language. In these institutions, the presence of a trained foreign-language educator with fluency, pronunciation and prosody close to the native ones is valued, and, not always, the importance of the presence of a Portuguese-language teacher who also has daily contact with the language of the child is discussed. For this to occur, it is necessary for teachers to have a good university education that contemplates the concepts of bilingual education, so that they can be applied in the school routine. Knowing this, the main goal of this research is to understand how the learning process of professionals who teach in bilingual education institutions has taken place and how this training influences their pedagogical performance. Those educated from the undergraduate courses, a training space for teachers, must know how to articulate theory and practice in the classroom in a bilingual environment. Based on the theoretical assumptions of Baker & Wright (2017), Freire (2011, 2015 and 2016), Mello (2009 and 2010), Meaney (2009), Megale (2005) and others, the presence of a qualified teacher, who validates the students' contributions to their learning is questioned.eng
dc.description.sponsorshipFundo Mackenzie de Pesquisapor
dc.formatapplication/pdf*
dc.identifier.citationESPÍRITO SANTO, Emanuela Rodrigues do. A formação do professor para o ensino bilíngue. 2019. 106 f. Dissertação (Mestrado em Letras) - Universidade Presbiteriana Mackenzie, São Paulo, 2019.por
dc.identifier.urihttp://dspace.mackenzie.br/handle/10899/25545
dc.keywordsbilingual educationeng
dc.keywordsteacher’s trainingeng
dc.keywordsgraduationeng
dc.languageporpor
dc.publisherUniversidade Presbiteriana Mackenziepor
dc.rightsAcesso Abertopor
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjecteducação bilínguepor
dc.subjectformação de professorespor
dc.subjectlicenciaturaspor
dc.subject.cnpqCNPQ::LINGUISTICA, LETRAS E ARTESpor
dc.titleA formação do professor para o ensino bilínguepor
dc.typeDissertaçãopor
local.contributor.board1Martins, Valéria Bussola
local.contributor.board1Latteshttp://lattes.cnpq.br/0431668948042658por
local.contributor.board2Casagrande, Nancy dos Santos
local.contributor.board2Latteshttp://lattes.cnpq.br/0283876748874002por
local.publisher.countryBrasilpor
local.publisher.departmentCentro de Comunicação e Letras (CCL)por
local.publisher.initialsUPMpor
local.publisher.programLetraspor
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