A competência comunicativa na formação de professores de espanhol no Brasilestratégias para sua aprendizagem em ambientes virtuais

  1. Lilian Vieira da Rocha Ribeiro
Dirixida por:
  1. Mari Carmen Caldeiro Pedreira Director
  2. José Ignacio Aguaded Gómez Director

Universidade de defensa: Universidad de Huelva

Fecha de defensa: 01 de xullo de 2019

Tribunal:
  1. Manuel Ángel Vázquez Medel Presidente/a
  2. Margarita García Candeira Secretaria
  3. José Carlos Paes de Almeida Filho Vogal

Tipo: Tese

Resumo

The research presented here is entitled "The communicative competence in the training of Spanish teachers in Brazil: strategies for their learning in virtual environments" and presents a proposal to re-evaluate teacher education in these contexts. The objective of this thesis is informative and illuminating, with no prescriptive positivist intention, with the vision of trying to establish and disseminate strategies, resources and activities. Communicative competence is understood as the ability to mobilize and articulate knowledge of language and communication under certain attitudes in interaction with the purpose of being socially situated in one language (Mother, Second or Foreign). The method chosen is the case study. It is a qualitative research, with an interpretative basis. The chapters were divided from intertextual elements, which became the guiding thread of the narration of the research. From the understanding that teachers in training process are in a maze (or in several ones), we continue searching for answers. We sought to investigate the salient aspects of the distinct processes of teaching and learning languages as ends of the teacher-training process in the Spanish-Language course in EAD modality and how to develop communicative competence in distance Spanish courses in Brazil. It is a research that has gone through the labyrinths of learning, teaching and training, based on relevant theories of language acquisition / learning, autonomy, learning strategies, we point out the main factors that influence learning, among others. An important theory that we allude to is the theory of complexity. We present historical paths and timelines, documents and testimonies, in addition to the research tools, which point out significant contributions. There are two life story narratives, that of a Spanish teacher who is a native speaker and that of a former student of the Brazilian EAD course, who is currently a Spanish teacher. The online questionnaire included 25 responses from students and alumni. The results revealed didactic possibilities and suggestions to improve the formation, understanding that the formation is interconnected to two other processes, the process of teaching and the process of learning. We present a list of activities, resources and practices for the Spanish classes and also several suggestions pointed out by the participants. In addition, we raise the salient aspects of connected processes and point out possible ways to enter, stay and leave the mazes that are constantly present in the teaching profession of Spanish in Brazil.