A qualidade e a qualificação no ensino de espanhol nos Centros de Línguas Estrangeiras Modernas do Paraná (Celem-PR): um estudo de caso

Abstract

After the creation of Mercosul-Southern Common Market-(in 1991), in which there was a substantial increase in the demand and supply of public and private courses of Spanish as Foreign Language (IRALA, 2004), there was also the necessity of carrying out studies that contributed to the diffusion of the language in a qualified manner (HOPKINS, 1987). Some studies (SANTOS, 2007, 2011) indicate that the work carried out in public language teaching institutions in several Brazilian states should be taken under consideration to have a well-grounded theoretical debate. The research, carried out at the Center for Modern Foreign Languages of Paraná (Celem), fundamentally analyzes issues related to quality and qualification in teaching Spanish (MURILLO, 2007; SANTOS, 2011). This study intends to answer the following question: Could the collaborative action between researchers and Celem teachers in their own professional locus, in fact, generate pedagogical advances considering the Spanish classes quality at the three units that participated the survey? The initial hypothesis indicates that this interaction could significantly improve such teaching contexts. In order to answer the question and to suggest possible improvements of the activities in the courses studied, the following specific objectives were established for this dissertation: a) to verify Celem bureaucratic, pedagogical and organizational operations to verify if these components provide the necessary support to an effective teaching practice (MURILLO, 2007); b) to get to know the understanding of each professional considering teaching practices (ROUSSIAU; BONARDI, 2001) in the five dimensions of educational quality, as stablished by Santos (2011); c) to assess, through questionnaires, interviews, and classroom observations, the need to limit other dimensions of quality for a more precise understanding of the analyzed school contexts (based on these, justifying the relevance of including in the dissertation Dimension 6 : Didactic Materials as well as Dimension 7: Motivation and Narratives of students); d) to determine if there was progress (HOPKINS, 1987) in the teachers' conceptions and in the courses observed after the interventions of the researcher (BLANCO, 2008); and e) to ascertain the relevance of more constant and systematic training actions aimed at the improvement of these professionals' practices (MURILLO, 2007). The methodology of this research was essentially qualitative. The methodology of this research was essentially qualitative (LÜDKE; ANDRÉ, 1986), using questionnaires, interviews and classroom observations that provided the necessary data to analyze the conceptions and pedagogical actions of the educators investigated. Critical action research was also carried (SANTORO FRANCO, 2005). This approach is characterized by constant interaction between the researcher and the teachers, which allows the development of collaborative activities that lead to positive changes (BARBIRATO, 2005). The main data obtained, after analysis and triangulation, indi...

Os Centros De Línguas E O Potencial Desenvolvimento De Práticas Decoloniais No Ensino, Aprendizagem E Formação Docente

“…A coleta de dados para a pesquisa envolveu buscas realizadas com uso dos seguintes descritores: "Aprendizagem de línguas/idiomas" AND "centros de línguas/idiomas". O corpus está composto por doze trabalhos (BARALDI; HASS; ORTALE, 2016;FRANÇA, 2016;DAMASCO;WELLER, 2017;SANTOS, 2017;RODRIGUES, 2018;COELHO;SILVA, 2018;GOMEZ, 2018;SILVA, 2018;COELHO, 2019COELHO, , 2020SILVA, 2019;VIVACQUA, 2020), selecionados a partir de quatro critérios de inclusão: a) faz referência à temática sobre os centros de línguas, b) contempla o processo de ensino e aprendizagem de línguas; c) são publicados durante o período de 2016 a 2020, e d) estão completos. Vale destacar que o período contempla o início das publicações relacionadas à temática e o ano anterior à escrita deste artigo.…”

“…A última categoria a ser discutida reflete os desafios e as limitações apontadas na literatura, com relação às ações que ocorrem no CL, a saber: carência de dotação orçamentária, maior disposição de estrutura física, aquisição de novos equipamentos e inclusão de novos servidores (GOMEZ, 2018), pouca disposição dos docentes para realizar algumas das atividades de mudança e a escassez de ações efetivas por parte dos órgãos governamentais (SANTOS, 2017).…”