Comentários : Miachalis

Além do que foi dito, vale a pena acrescentar que a etnografia deve ser levada em consideração quando falamos em desenvolvimento e aprendizagem, pois a manifestação concreta dos seres humanos através da cultura, religião, língua , etc., são fatores extremamente significativos neste processo.
Acredito que existem outros fatores que interferem diretamente no que se refere a aquisição de uma língua estrangeira, como: fatores psicologicos, antropológicos e etnograficos, que devem ser usados como materiais de produção científica, desde que a crianção faça parte deste processo.
Posso afirmar isto, tomando como respaldo o trecho em que Michalis diz; " ... what is interesting is that the same thing happened for different reasons. ... also common to both Germany and New York is that the educational authorities want to be up-to-date and use the latest bio-scientific knowledge to organize the everyday lives of children and techers in kindergartens, ... however, drawing on our ethnografic material, one could say that thedominat discoursein Berlin concerns to cardiovascular diseases and obestity, while in New York the domination discourse deals with viral infectious diseases. " ( Michaelis)
Com relação ao mpapel do professor enquanto mediador no processo de ensino aprendizagem, esta atuação deve ocorrer duarnte todo o processo e não apenas em momentos segmentados, e o aluno deve participar de todas as etapas, ou seja, o professro não deve trazer nada pronto e mediar todas as produções dos alunos, pois materiais e as expressões corporais fazem parte, e uma parte muito importante, deste processo ( semiotica )
Enfim é de grande importancia no processo de ensino aprendizagem, principalmente de lingua estrangeira a participação frequente dos alunos em todos os processos das atividade, contribuindo e pensando como um ser atuante a não passivo na sociedade.

Mércia Bonon Ferreira

My impressions about Michalis' speech and paper

Language learning and teaching / Cups, CVs and other material-semiotic orderings in child and youth development: a dialogue between psychology and anthropology

Language learning and teaching involves facilitating the learning process, and the teacher is a guide that helps and supervises student’s development and is also changed with this experience. Therefore, it is teacher’s role to mediate this accomplishment, while seeking for knowledge; it is in both ways required, that’s why teachers and students are in a constant process of acquiring knowledge.
According to Dr. Kontopodis’ studies and experiences, we could find a strong inclination towards the idea of a teacher as a part of the process just like the student, and both interacting and forming themselves in building knowledge with each other, with conscious participation in all stages of the learning process.
 

[…] children/youngsters themselves can participate in the analyses of the practices in which they are engaged as well as in their transformation. Children and young people should not be reduced to objects of our research […] p. 14
 

So, in the learning process besides the need of existing roles, it’s important to say that to improve results, we have to consider teachers and learners as a whole part in this picture and not make learners passive possibilities that could act as we wish or not. Both, teachers and learners, have to be considered, and should develop their identity in building knowledge.

Therefore, we could affirm that in our routine and planning it should always bear in mind that our student can contribute enormously to gather information, and understand matters, and that if they are aware of how important each step of the learning is, he or she will be able to manage activities that without this briefing about importance he or she would not give their best to develop these activities.

KONTOPODIS, Michalis. Language learning and teaching / Cups, CVs and other material-semiotic orderings in child and youth development: a dialogue between psychology and anthropology.

 

Por Anna Aryel Amaro