gadelha trainee june good

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1 INTRODUCTION

The traineeship is a supervised educative school act, developed in the work

environment that sees the preparation of productive work of the college students that will be

attending Language and Literature at college for being professionals in the education area of

elementary and high school, special education, and even adult and young education. This

practice of pedagogic character promotes the acquisition of professional competence,

developing professional posture, ethic and personal improvement.

The traineeship aims the learning of professional competence professional activity

and curricular continuation, developing college student for life and work. It is compulsory

due to certificate that the college student will have faced the life in a classroom observing

not only students behavior but also how teachers deal with specific situations in theclassroom.

The traineeship is not a job. It is a complement regular school, technical and superior

courses according to the Law n 11.788 of September 25, 2008. This report has the goal of

presenting a reflexive and theorical view of the activities developed in the classroom of 1st

year high school in English subject at Deputy Josu Cludio de Souza state High School.

Supervised Internship I was held from September to December 2011 at Deputy Josu

Cludio de Souza State High School, with students from 1st year- 03- night shift, Manaus,

Am. The stage was guided by teacher Maria do Socorro Pinheiro fonseca with 80 hours

duration.

Supervised Internship II, was held on 09 March to 20 June 2012 at Deputy Josu

Claudio de Souza state High School , with students from 1st year - 03 -, night shift , under

the guidance of Professor Maria Socorro Pinheiro fonseca with the workload of 100 hours

Manaus-AM.

The Internship III, teaching in English Language was conducted with students from

1st year-03 high school night shift at Deputy Josu Claudio de Souza state high school

located on avenida: Beira Rio s/n in the neighborhood: Coroado III, in the city of Manaus,

State of Amazonas. This step, with a workload of 150 hours, was began on 20 th July 20 and

ended on November 30th 2012. The internship III aims to observe and apply the knowledge

acquired in the subjects studied, as well as confront them with the pedagogical practice

itself, seeking to establish a practice that is meaningful.

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2 SUPERVISED CURRICULAR TRAINEESHIP

The supervised curricular traineeship is a moment of the professional formation of a

future licensed teacher that will have the chance of observing the practice in educational

institution or other proper educative environment. The supervised traineeship is fundamentalin the professional formation process and a challenge for English Language and Literature

college student to obtain experience for the professional of the educational process. During

the traineeship the college student has opportunity to show the level of knowledge obtained

to guide the trainee in the profession that he will follow.

2.1 CONCEPT

The traineeship is a moment of the formation of students, in relation to starting of his

course as an educator. It is the period of fusion between the theorical and practical factors

resulting in good formation, qualifying him in the professional field in a complex of

activities, where the trainee obtains knowledge and unite students and teachers.

2.2 NATURE, HISTORY AND LEGISLATION

A Lei n 8.859,23 de maro de 1994, modificou dispositivos da lei n 6.494 de 1977,

para a aplicao aos alunos de ensino especial, alterando o artigo 1, acrescentado o

pargrafo 3, registrou a necessidade do planejamento, acompanhamento e avaliao do

estgio em conformidade com os currculos, programas e calendrios. Assim, tornou-se

obrigatria a atividade de estgio nas grades curriculares dos cursos de nvel superior,

profissionalizante de 2 grau, ou escola de educao especial.

Em de dezembro de 1996, atravs da Lei de nmero 9.394, a legislao nacional que

dispe sobre a educao foi consolidada, estabelecendo novas diretrizes e bases da educao

brasileira.

Art. 82. Os sistemas de ensino estabelecero as normas para a realizao dos estgios

dos alunos regularmente matriculados no ensino mdio ou superior em sua jurisdio.

Pargrafo nico. O estgio realizado nas condies deste artigo no estabelecem

vnculo empregatcio, podendo o estagirio receber bolsa de estgio, estar segurado contra

acidentes e ter a cobertura previdenciria prevista na legislao especfica. (BRASIL,

1996).

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Dentre as modificaes nas leis de trabalho a mudana mais sensvel a maior

fiscalizao e responsabilidade sobre as tarefas executadas pelo estudante, tanto pela

instituio de ensino quanto entidade concedente. Trata-se de um meio de auxiliar a

formao de profissionais de nvel mdio profissionalizante ou superior.

O objetivo principal do estgio, portanto, a complementao da aprendizagem

profissional. Por isso que no se deve ver o estgio como uma de suprir carncias de mo-

de-obra ou obt-la de maneira menos onerosa.

Art.3 A realizao do estagio dar-se- mediante termo de compromisso celebrado

entre o estudante e a parte concedente, com intervenincia obrigatria da instituio de

ensino.

Acordo de Cooperao firmado entre a Unidade e a Instituio concedente;

Termo de compromisso firmado entre o aluno, o Concedente e a Instituio de

ensino;

Seguro contra Acidentes Pessoais de responsabilidade da Instituio de Ensino;

Ficha de Acompanhamento de Estgio com registros efetuados pelo estagirio,

assinado pelo professor de estagirio e coordenador da habilitao;

Relatrio de Atividades preparado pelos estagirios.

2.2.1 REGENCY OF CLASS

Class regency is the dominion of ones class-room, utilizing teaching methods

utilized by theoricians of education such as Piaget and other psychologists, and teachers.

There is need to be dynamic, perceiving each lesson as unique and the need to make

it possible to respond to the ardent desires of the students.

To learn and to teach are activities that are unlinked, in this way you didnt only

teach, but mainly, learnt to teach, and could in this manner, enlarge my tool to use in a

future regency of the class as an educator.

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2.2.2 WHAT IS CLASS CONDUCTING?

Regency activity is without doubt a great deal of experience. Within a short period

we are able to learn much about how to lead students/ pupils within and outside of the class-

room. How to be acquainted with the students and how to behave in specific occasions.

Giving lessons is not an easy task, there is much more behind it, such as the

formation of the educator, capacity to lead in adversity, motivation and others. It is not just

enough to have a diploma. Its much more. There is need to be courageous to face the

profession and do the best possible for the student to understand the contents of the lessons

given.

2.2.3 WHAT IS SECONDARY EDUCATION?

Secondary school education is a level of education with different characteristics

similar to the country. In many countries, it corresponds to the totality or partly of secondary

education given to adulescents from between the ages of 10-18 years. In some other

countries, however, it could correspond to pre-secondary or post-secondary education.

The L.D.B. Leaves each state free to constitute its system in secondary education

contents. Traditionally, a greater part of the system of teaching, secondary school education

is composed of Portuguese language and Brazilian literature, Portuguese language with any

foreign language,( Traditionally English, French and most recently Spanish), from natural

sciences, ( Physics, Chemistry and Biology), Mathematics from human sciences, ( History

and Geography Primarily, Sociology, Psychology and Philosophy secondarily), Arts,

Computing and Physical Education.

2.3 Traineeship at University

By striving towards the teaching of trainees as god professionals, the universities work

rigorously towards elevating the quality of their training for better results.

As a result student who graduate are enabled in defending their thesis through the

established existing standards a trainee teacher is able to observe a professional and learn to

do same.

2.4 The Matter of Curricular Traineeship in student / teacher formation

Supervised Training is essential for the acquisition of professional practice.

Considering the need to focus also on the practical training courses for teachers, it is

understood that the curricular, if well founded, structured and directed, appears as a moment

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of significant importance in the practical training of future teachers. The traineeship is a

fundamental pre-requisite for the certification of the student/teacher trainee, in obtaining

teaching license.

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3 TECHNICAL ORIENTATION

The first traineeship was held on the 19 th of august second semester of 2011, under the

direction of Professor Margareth who gave the Term of Compromise forms to fill. And in

addition, she emphasized on report of the past traineeship and the need for our Research

Projects.

The second traineeship, started on 09 th of march first semester of 2012, under the

direction of Professor Margareth, we received instructions and directives from the

internship, and filled the compromise forms in ESBAM.

The third internship began on the 20th of July second semester of 2012 under the direction of

Professor Margareth who gave the Term of Compromise forms to fill. And in addition, she

emphasized on report of the past traineeship and the need for our Research Projects.

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4 DIDACTIC ORIENTATIONS

The English teachers in the school use as their teaching resources books,

dictionaries, computers and other teaching aids as stipulated by the school pedagogies as

their methodology.

4.1 FIRST SUPERVISED TRAINEESHIP (HIGH SCHOOL)

The first supervised English Language Traineeship was done during the fourth period

of the second semester of 2011.

4.2 SECOND SUPERVISED TRAINEESHIP

The second stage of the supervised English Language Traineeship was done during the

fifth period of the first semester of 2012. With Maria Socorro Pinheiro Fonseca the English

Language teacher Deputy Josu Cladio de Souza. As in first Traineeship the objective of

the second is to observe the teaching methods and the relationships between the teacher and

students and classroom activities.

4.3 THIRD SUPERVISED TRAINEESHIP

The third stage of the supervised English Language Traineeship was done during the

sixth period of the second semester of 2012. With Maria Socorro Pinheiro Fonseca the

English Language teacher at Deputy Josu Claudio de Souza State High School its puporse

to observe as well as giving lessons when possible.

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5 GEOGRAPHICAL LOCATION OF THE COMMUNITY WHERE THE SCHOOL

IS LOCATED.

5.1 LOCALIZATION IN CONTEXT OF THE DISTRICT ANDCHARACTERISTICS

Deputy Josu Cladio de Souza High School was inaugurated by the Decree Law n

15.849 of 21/02/1994 and is located on Beira Rio Avenue in Coroado III, on the East Zone

of Manaus. The name was given in honor of Deputy Josu Cladio de Souza who worked as

State Education Secretary. The School has 1622 registered students distributed in three

shifts. With 1st year High School 732, 2nd year High School 500 and 3rd year High School

390.

For a better quality education the school developed many projects such as: Jovem

cidado, Mais educao, Rede Cidad Digital and Tempo de Ler e Escrever. The board

directory of the school is made up of- Zuleide Pereira das Chagas, Maria Regina de Lima

Geraldo, Altemar Leo de Oliveira, Ivete Ribeiro Rubim Fernandes, Jander de Lima

Lasmar, Ana Rita Corra da Costa. The present principal is Jos Maria do Couto Junior.

5.2 GEOGRAPHICAL CONTEXTUALIZATION

The school is located next to UFAM Campus UNIVERSIDADE FEDERAL DO

AMAZONAS, in Coroado III. The school is in good conditions, and is among the first

schools in the eastern Zone of Manaus. The school has low and middle income earners

families as students. The students are mainly from the neighborhood and adjacent areas.

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6 IDENTIFICATION AND CHARACTERIZATION OF SCHOOL

6.1 HISTORICAL ASPECTS

Deputy Josu Cludio de Souza High School was founded under the decree Law n

15.849 of February 21st, 1994, in Manaus, Amazonas. This school started its activity by

attending the local and adjacent communities under the State Education Secretary (SEDUC).

The School has elementary and high education with a total of 1622 students this

year. It runs three shifts. Deputy Josu Cludio de Souza whom the school is named after

made significant services for education as State Secretary of Education in the state.

The school follows derectives from the State Secretary of Education (SEDUC) and

the internal management board of the school in accordance with the internal Regiments

(Art. 2) que afirma que o conceito da educao a ser elaborada inspirada sob a liberdade

de conhecimento novos ideais voltada para a comunidade visando o preparo em pleno

desenvolvimento no carter de todos os cidados.

6.2 COMMUNITY/SCHOOL RELATIONSHIP

As an excellent and exemplary school the leadership of the school in conjunction

with the community have very cordial relationship.

As a result the Rede Cidad Digital in partnership with CETAM is being

established in the school for the community.

6.3 PHYSICAL ASPECTS

Administration: 06

Security: 06

Cook: 6

General Services: 8

Principal: 1

Pedagogs: 3

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Librarian: 2

Technical support: 1

Project Coordinator: 1

Secretary: 1

The School with 1622 students that is: 600 students in the morning, 522 students in

the afternoon and 502 students in the night. Therere 58 teachers, divided in morning 20, in

afternoon 20 and night 18. Therere 33 employees divided in three shifts in morning nine, in

afternoon nine and nine in night, therere two securities in weekend and two securities who

work full time, but 1 director and one secretary in integral time.

6.4 ADMINISTRATIVE ASPECTS

Though the school is in good conditions but the principal thinks there is the need to

make some reforms by the end of the semester. To start the reform the principal has the

support of the Regional Secretary of the State Education - CREI and also The State

Secretary of Education SEDUC.

The School has three playgrounds, one indoor and two outdoor playgrounds for

physical education, such as: handball, volleyball, futsal and other events.

The School has the following administrative staff:

Director: 01

Secretary: 01

Computing: 01

Science: 01Laboratory: 01

Archive: o1

Teacher: 01

Library: 01

TV school: 01

Deposit: 01

Kitchen: 01

Canteen: 01

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Bathroom: 06 (02 students, 02 employees and 02 teachers).

6.5 STUDENTS CHARACTERISTICS

The Students come from the middle class and lower class groups. They and their

families live in Coroado I, II, III and adjacent areas, like any other public school the students

have difficulties to learning. Efforts from the school and the teaching staff are signs of good

learning environment for the students.

6.6 SCHOOL DOCUMENTATION (Pedagogical Project and Policy)

The school began its pedagogical activities in the following areas. Elementary school

curriculum, 04/2007 has the 8th and 9th year olds in the night, and the middle school

curriculum 137/2010 having three shift making a total of 1,680 students.

6.7 SCHOOL STRUCTURE / CONDITIONS FOR USE

The school structures are in good conditions though some areas need reforms. Some

need replacement of the WCS, the playing ground needs some filling. The school may be

having some reforms next year.

6.8 BREAK DYNAMICS

The school has recreational sports grounds such as the indoor sports hall for in-door

soccer and 2 outdoor fields for volleyball and handball games.

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7 OBSERVATION OF THE CLASS TRAINEE I

7.1 Teachers Information

The teachers name is Maria Socorro Pinheiro Fonseca, she is a graduate in EnglishLanguage and has Specialization in Methodology of English language, she has been

teaching for 14 year and at the present school, she has being teaching for 5 years.

7.2 Teachers Presentation

The teacher dresses very well and has good eye contact with students She has good

white board presentation and checks on students sitting arrangements ,makes the roll call.

7.3 Class Planning

The class planning are worked out every month following Seduc curriculum plans,

with the teachers free to uses their own teaching methods.

7.4 Class Performance (Methods, Tecniques and learning Resourses)

The teacher uses the whiteboard, markers, photocopies and printed didactic materials

as her teaching resources.

7.5 Corrections

She makes corrections adequately and help students understand where they erred.

7.6 Difficulties Presented by the Teacher

Poor attendance lateness to classes due to tiredness and lack of motivation on thepart of students.

The lack of provisional didactic materials from the school, coupled with the lack of

discipline of most students.

7.7 Performance in Class

Though there are these problems and difficulties, there is hope in the elevation of the

students performances through extra curricula activities such as mental games for studies.

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7.8 Evaluation (How the teacher evaluates the learning process of the students)

The teacher evaluates students according to their level of understanding and helps

them improve their understandings. She applies the four learning skills.

7.9 Supervised traineeship in the school of training.

The student trainee carried out all instructions given from ESBAM trainee programs at

the school of training- Deputy Josu Cludio de Souza State High School.

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8 OBSERVATION OF THE CLASS TRAINEE II

8.1Teachers Information

The teachers name is Maria Socorro Pinheiro Fonseca, she is a graduate in English

Language and has Specialization in Methodology of English language, she has been


8.2 Teachers Presentation

The teacher dresses very well and has good eye contact with students. She has good

white board presentation and checks on students sitting arrangements ,makes the roll call.

8.3 Class Planning

The class planning are worked out every month following seduc curriculum plans,


8.4 Class Performance (Methods, Tecniques and learning Resourses)



8.5 Correction


8.6 Difficult Presented by the Teacher

Poor attendance lateness to classes due to tiredness and lack of motivation on the

part of students.

8.7 Peformance in Class


students performances though extra curricula activities such as mental games for studies.

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The student trainee carried out all instructions given from EBAM trainee

programs at the school of training- Deputy Josu Claudio de Souza State High School.

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9 OBSERVATION OF THE CLASS TRAINEE III

9.1 Teachers Information

The teachers name is Maria Socorro Pinheiro Fonseca, she is a graduate in English

Language and has Specialization in Methodology of English language, she has been


9.2 Teachers Presentation.

The teacher dresses very well and has good eye contact with studentsShe has good white board presentation and checks on students sitting arrangements ,makes

the roll call.

9.3 Class Planning.

The class planning are worked out every month following seduc curriculum plans,


9.4 Class Performance (Methods, Techniques and learning Resourses)



9.5 Correction


9.6 Difficult Presented by the Teacher

Poor attendance lateness to classes due to tiredness and lack of motivation on the

part of students.

9.7 Performance in Class


students performances though extra curricula activities such as mental games for studies.


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The student trainee carried out all instructions given from EBAM trainee programs at

the school of training- Deputy Josu Claudio de Souza State High School.

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10 RESEARCH LABOTATION PROJECT

10.1 TITLE

Reading

10.2 THEME

Practicing reading from English text books for 1st year students.

10.3 DELIMITATION OF THEME

Reading and the comprehension of texts in English language with the first yearstudents of the night shift Deputy Josu Cludio De Souza hagh state school.

10.4 PROBLEMS

The first year students have difficulties in comprehension of reading in written texts

in English language.

10.5 HYPOTHESIS

(a) lack of vocabulary.

(b) Inadequate didactics material for their level.

(c) The Lack of the students envolment in the lessons activity.

(d) Lack of practice in English reading.

10.6 OBJECTIVES

10.6.1 GENERAL OBJECTIVE

Enable the students the practice of reading

10.6.2 SPECIFICS OBJECTIVE

(a) To analyze the methodology used by the teacher in the classroom.

(b) To Check the practice of reading in language English classes.

(c) To make students aware about the importance of reading for the future.

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10.7 JUSTIFICATION

The field of reading in the contemporary world is essential for the exercise of

citizenship, to live in autonomy, with full awareness of self and others, to take decisions in

the face of our complex world of today. Determining cognitive development, cultural

formation, access to information and knowledge, expression and critical judgments between

other areas, is a basic skill that one needs to acquire in order to fulfill as a citizen in a

professional contemporary society. This project is designed to burrow into reading the

school community allowing them to become reflective and critical readers, participating

actively in the society where they live.

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10.8 THEORETICAL FRAMEWORK

10.8.1 What is reading?

Most of us think of reading as a simple, passive process that involves reading words in

a linear fashion and internalizing their meaning one at a time. But reading is actually a very

complex process that requires a great deal of active participation on the part of the reader,

affirms Mrcia Siqueira de Andrade (2006, p. 67).

Reading is an interactive process of communication. The interaction between

writer and reader is made possible through the text. Reading can include as animportant part when we analyze text, because it can help the students inanalyzing what kinds of text reading by them and the information from there

reading itself.

10.8.2 The act of reading is?

Reading is the act of constructing meaning while transacting with text. The reader

makes meaning through the combination of prior knowledge, and previous information

available in text. According to David Nunan (2003).

the act of reading can be described as a bottom- up process. This process begins

with a text, or a collection of marks called graphic features, on a page,organized in such a way that readers can actually decode this data and

construct meaning from it ( David Nunan, 2003 p. 88 )

10.8.3 What is meant by a process of reading ?

The reading process starts at a very young age, with decoding symbols and deriving

with a meaning of the symbols. Reading, written information comes in the format of

understanding what you have read and giving it a meaning. In the practice reading you learn

in a creative and intelligent and solve everyday problems, how to deal with current

situations with great ease, Jeremy Harmer, says that, Jeremy Harmer (1998)

We need to promote reading and by our own espousal of reading as a validoccupation, persuade students of its benefits. Perhaps, for example, we can

occasionally read aloud from books we like and show, by our manner of

reading, how exciting books can be. ( Jeremy Harmer, 1998, p. 68)

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10.8.4 When do we begin/start to read?

We learn to read, then read to learn, and keep reading to keep learning, to gain

knowledge and remain with the world. It's only through reading that we gain exposure to

information from different sources. The latest developments in technology, advancements in

science, breakthroughs in different fields, the inventions, discoveries, product launches,

movie reviews, celebrity gossip, changing political scenarios; just everything around us can

become knowledge, only through reading practice, says , H. Douglas Brown (2000).

How many times have you been told to read something yet youdont know why youre being asked to read it? You did only a

mediocre job of retaining what you read and perhaps were ratherslow in the process. Efficient reading consists of clearly identifying the

purpose in reading something. By doing so, you know what yourelooking for and can weed out potential distracting information.

Whenever you are teaching a reading technique, make sure studentsknow their purpose in reading something. H. Douglas Brown(2000, p.

16-18).

10.8.5 How do we begin to read?

English language learners learn more words when the words are embedded in

meaningful contexts and students are provided with ample opportunities for their repetition

and use, as opposed to looking up dictionary definitions or presenting words in single

sentences. For example, using words from texts appropriate for and likely to interest the

students, combined with exposure to and use of the words in numerous contexts (reading

and hearing stories, discussions, posting target words, and writing words and definitions for

homework) led to improvements in word learning and reading comprehension. Accordingto Maria Jos (1996).

The representation of writing can help us retain the names that have

pronunciations Complex or unfamiliar. When we have to learn foreign words,the simple fact of being able to see them, even if it is only once helps us a lot.

(Maria Jos, 1996, p. 89 ).

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10.8.6 What is the purpose of reading?

Reading with a purpose means approaching texts with a specific goal. When possible,

students can be asked to read a text from a specific point of view, depending on what the

text might suggest. In the classroom, students can be given reasons to read that approximate

their purposes in a variety of real-world situations. They can read ads for apartments to find

one that fits a particular set of requirements, look through movie listings and reviews to

decide whether to see a particular movie, or respond to a written invitation. Says Jack C.

Richards (1995).There are seven main purposes for reading To obtain information for somepurpose or because we are curious about some topic. To obtain instructions on

how to perform some task for our work or daily life,Examples, knowing how anappliance works. To act in a play, play a game, do a puzzle. To keep in touch

with friends by correspondence or to understand buseness letters. To knowwhen or where something will take place or what is available. To know what is

happening or has happened as reported in newspaper, magazine, reports, etc.For enjoyment or excitement. Jack C. Richards ( 1995, p. 87 ).

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11 METHODOLOGY

11.1 Characterization of area for study.

The methodology will be developed from observations realized in the classroom of

the 1st year students of Deputy Josu Claudio Souza high school, and that gives us the

opportunity to treat writing practice in English Language with the students. In this way, the

teaching of reading using short texts will be realized.

11.2 Research results.

11.3 Type of research.

Field research, in which the observation and collection of data, which occurs at the

place of study through direct contact with same, without interference from the researcher

(LAKATOS; MARCONI, 1996, p. 75)

Field research proceed the observation of facts and phenomenon exactly as they

occur, the collection of same referential dates, and finally, to analyze and interpreted thesedate, with base in a consistent theoretical fundaments, aimed at understanding and

explaining the problem researched. Science and areas of study, such as Anthropology,

Sociology, Social, Psychology, Psychology of Education, Pedagogy, Policy/Politics, Social

Service, use field research frequently for the study of individual, groups, communities,

institutions, with the aim of understanding more different aspects of a determined reality.

As any other kind of research, field research follows same bibliographical

consideration. Requires also, the determination from techniques of the collection of date

more appropriate to the nature of the theme and, still the definition of the techniques that

will be employed/used for registration and analysis. Depending from the techniques of

collection, analysis and interpretation of date, field research could be classified as an

approach predominantly quantitative or qualitative. In a research whose approach is

basically quantitative, the researcher is limited to factual description of this or that event,

ignoring the complexity of social reality. (FRANCO,1985, p. 35).

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In this sense, questioning for possible analysis will means to plan, to observe, to act,

and to think in a much conscientious manner, more systematic and more rigorous, what we

do in our daily experiences.

In this way, the date acquired from the questionnaire, and application of the activity

composed of the relative exercises, from the of speaking using short texts will be realized.

12 CHRONOGRAM

Activities

MONTHS/2012-1

January FebruaryMarch April May June

Bibliographical revision x x x x x

Choose of the theme x

Elaboration of the research

project

x x

Conclusion of the research

project

x

Presentation of the research

project

x

Application of instrument of

the researchRising of data

Analysis of data

Revision of the research

Fingering /Delivery

Defense

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REFERENCE

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BIANCHI, Anna Ceclia de Moraes; ALVARENGA, Marina; BIANCHI, Roberto. Manual

de Orientao: Estgio Supervisionado. 3.ed. So Paulo: Pioneira Thomson Learning,

2003.

BRASIL. Lei de Diretrizes e Bases da Educao. Lei n 9.334, de 20 de dezembro de1996. Braslia/DF.

BRASIL. Parmetros Curriculares Nacionais: ensino fundamental. Lnguaestrangeira / Secretaria de Educao Fundamental. Braslia: MEC/SEF, 1998. p. 120

BRASIL. Parmetros Curriculares Nacionais: Ensino Mdio. Lngua estrangeira.Braslia: 1999.

BROWN, H. Douglas. Teaching byPrinciples: An Interactive Approach to Language

Pedagogy. 2. Ed. Ny: Longman,2000.

HARMER, Jeremy. The practice of: English Language Teaching. 3. Ed. England

Longman, 1998.

Siqueira, Mrcia Andrade de; Maria Laura Puglisi. Aprendizagem Humana: Barbosa

France , organizadoras,- So Paulo; Casa do Pciclogo, 2006

Maria , Jos; Morais Jos; Lorencini lvaro. A arte de ler. So Paulo: Editora UNESP,

1996.

NUNAN, David. Second Language Teaching and Learning. Canada: Newbury House

Teacher Development,2003.

RICHARDS, Jack.; LONG, Michael H.; CHAMOT Anna UHI; OMALLEY, J. Michael.

Learning Strategies in Second Language Acquisition NY: Cambridge University Press,

1995.

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gadelha trainee june good

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