Grandes poderes, grandes responsabilidades: o ensino-aprendizagem de inglês por meio de histórias em quadrinhos para alunos com altas habilidades/superdotação no ensino público
The teaching of English in public schools is often understood, by local communities, as presenting low quality material and being unable to provide an effective learning environment for students, which can create a certain resistance among them. This situation persists even if students show evidence...
| Autor principal: | Silveira, Flavia Renata Cantuario da |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/8891 |
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| Resumo: |
The teaching of English in public schools is often understood, by local communities, as presenting low quality material and being unable to provide an effective learning environment for students, which can create a certain resistance among them. This situation persists even if students show evidence or characteristics of High Abilities/ Giftedness. These students usually take the initiative to seek knowledge and information on their own and, as a consequence, end up learning a foreign language alone or out of the school environment. Such attitudes are often reflected in the classroom, where teachers are sometimes assertively inquired upon by these students and can create disturbances with other classmates. Based on such context, this research/study aims to think about the teaching of English for High Ability / Gifted students (HA/G) through comics (comics). This genre appeals to students and provides learning opportunities by challenging them to enhance their social and learning skills. As a theoretical background, this study is based upon Renzulli (1999), Gardner (1995) and Ramos (2010), and well as the National Curricular Parameters (PCN) and the National Curriculum Guidelines (OCN). |
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