TURMA DA MONICA LICOES PDF

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Turma Da Monica Licoes Pdf

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The view we decide to adopt as to what digital literacies is relates to a broader definition, to the joint of what most authors see as opposing definitions, which is related to the idea of literacies as social practice. After all, we defend that the integration of digital technologies into learning, as mentioned earlier, must serve educational purposes.

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Therefore, instead of adopting one of the two contrasting big definitions mentioned earlier, we are in favor of considering both ends of the continuum, since instead of contradicting, we see them as complementary.

Engaging in these situated practices where we make meanings by relating texts to larger ways of doing and being is engaging in literacy — or, more accurately, literacies, since we are all apprenticed to more than one.

The point here then is to consider that the different possibilities of meaning-making and learning opportunities provided by the use of digital technologies in schools should go along the literacy project adopted by the institutions.

It is in no way about transferring the same practices to a new medium. It is concerned about integrating technology into appropriate curriculum and pedagogical practice so as to provide students with one more chance to enhance their learning.

It means to consider that: As far as schooling is concerned, print is just one medium of literate practice within an entire range of available media. And the centre of gravity is shifting […] from Print to Digital- Electronics as the organizing context for literate- textual practice and for learning and teaching.

Therefore, attempts to give them a chance to not only sense how school work actually takes place when they incorporate their role of teachers, but also to connect theory learned during teacher education to real practice is a great chance to enhance their learning and consequently it might mean one step ahead of what teacher education can actually be when it comes to digital literacies.

The next section is about such an experience.

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With respect to continuing education, questionnaires, interviews and class recording were used as a way to enhance research possibilities and generate enough data so that the project could develop according to the data being gathered; after all, even though we knew the theory which was basic to our view of the teaching and learning process, we wanted to plan and execute our actions according to what teachers would let us see emerging from their practices.

It is on the participation of those students that we are about to focus, analyzing their views concerning working together with continuing teacher education, especially when it comes to the understanding and use of digital literacies.

It is important to make clear that the data generated by these students, and analyzed here, were made available through a questionnaire applied to them after the end of the project, when they had just graduated. And it is based on answers given by 3 of them, since one of the students decided not to participate in this final task.

As also mentioned previously, the project was based on the new literacies studies and focused on three main topics: critical literacies, multimodality and digital literacies. For practical reasons, the researchers participating, even though working on the main topic — new literacies — had the chance to expand a bit more on one of the three specific ones stated above.

Since I had been studying the topic before, I was responsible for working on specific issues related to digital literacies when dealing with the teachers and teachers-to-be.

In order to find out what had been most relevant to those students participating, the first question directed to them was about what students remembered from the project. Interviews involving the teachers working on the project also took place. It is worth noting what the student named Ana says concerning how we they could improve classes due to the participation in the project.

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Her answer, as well the ones given by the others, leaves the impression of a joint work being done, thus everybody learning from each other through sharing different perspectives and experiences. Since they expressed they remembered how the project worked, they were then asked to describe their specific participation in it. The objective of this question was to try to understand how and if they related participation to their pre-service teacher education.

My duty was to read text materials related to Multimodalities and Multiliteracies and to discuss with my partners how they could be applied in the object of our studies: some in-service teachers of public schools [ I used to go to the meetings to discuss and give my own opinions based on the theoretical material […]. I used to have some informal conversations with the teachers to really know about the class contexts they were involved in and their beliefs concerning teaching.

During the two years, I could learn as well as contribute with the project during discussions, presentations, interviews, recordings, transcriptions, etc. It is important to note that they make clear that they felt they were collaborating with the project and learning from it, and one of them explicitly mentioned learning though they all give this idea of a giving and taking exchange of knowledge.

Digital literacies in in-service anD pre-service teacher eDucation: some consiDerations on the learning proviDeD by such process 29 It is also interesting to point out the fact that we, the heads of the project, were not worried about pointing out what students were learning from the experience. We let them free to feel it as they were doing their best to accomplish the demands of the project, which were many, as mentioned in the answers given right above. On the contrary.

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This is, in fact, connected to what Pennycook calls critical moments. According to the author, who focuses on pre-service teacher practice practicum and defends the importance of working on this practice connected with theory so that this practicum might become praxicum practicum together with praxis , it is important in order to have critical teachers, to take advantage of critical moments, which make possible to raise questions of power and authority, providing students teachers-to-be with a chance to discuss and critically reflect upon reality, thus widening the possibilities of social change.

Following his argumentation of working through critical moments in teacher education, Pennycook in press, , p.

Besides, having contact with a specific body of knowledge, students also had the chance to critically emerge in the everyday practices of public schools and their teachers.

Uma linguagem mais Jorge Macchi e menos Oliviero Toscani. Um encontro ao vivo. Registrou-se um encontro.

JULIET: - Good pilgrim, you do wrong your hand too much, Which mannerly devotion shows in this; For saints have hands that pilgrims' hands do touch, And palm to palm is holy palmers' kiss.

A vida num de seus estados extremos sob olhar puro. Salvar-se-iam talvez no mundo virtual, ou se matariam como acabo de dizer.

Sunset c: Maybe we should meet here in five years or something.

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Download Your Habit Body: Formulario della pratica civile. With respect to continuing education, questionnaires, interviews and class recording were used as a way to enhance research possibilities and generate enough data so that the project could develop according to the data being gathered; after all, even though we knew the theory which was basic to our view of the teaching and learning process, we wanted to plan and execute our actions according to what teachers would let us see emerging from their practices.

Following his argumentation of working through critical moments in teacher education, Pennycook in press, , p.

The list of contributing authors is a who's-who Vdeo sobre o livro:

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