https://ri.ufs.br/jspui/handle/riufs/1382 Tue, 07 Apr 2026 10:44:04 GMT 2026-04-07T10:44:04Z https://ri.ufs.br/jspui/handle/riufs/24343 Título: Avaliação e autoavaliação como tecnologia formativa aplicada ao Programa Residência Pedagógica Autor(es): Barreto, Juliana; Rosa, Acassia dos Anjos Santos; Teles, Gildete Cecília Neri Santos Abstract: This research aims to analyze the impacts and contributions of the Pedagogical Residency Program – PRP in the education of future foreign language teachers, in Sergipe, during the Covid-19 Pandemic, based on students' self-assessment. To this end, the study starts from the perspective of the ones involved in the program, linked to the Federal University of Sergipe – UFS, between 2020 and 2022. It is a qualitative, interpretive research, which, through the analysis of questionnaires, sought a more accurate understanding of the meaning built by the undergraduate students, linked to the Spanish and English cores. Here, we consider self-assessment and continuous assessment as systematic, critical, reflective, permanent, and, therefore, formative processes, which enable diagnoses and monitoring with the function of redefining initial goals. The aim is, therefore, to redefine meanings of knowledge production, of preliminary proposed actions, paying attention to the weaknesses and potentialities of the process, and, thus, turning our attention to the redefinition of priorities established in the foreground. The results show that the PRP provided teachers, in pre-service education, a good relationship with those involved in the project, as well as the construction of a self-reflective pedagogical approach, recognizing strengths and weaknesses during their participation in the program, given the diversity of scenarios caused by the pandemic period. Mon, 01 Apr 2024 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/24343 2024-04-01T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/22739 Título: 20 de novembro de 2023 Autor(es): Souza, Alessandra Corrêa de Mon, 01 Jan 2024 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/22739 2024-01-01T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/22643 Título: Entrelace analítico como metodologia de pesquisa em educação no paradigma emergente Autor(es): Boa Sorte, Paulo; Santos, Jefferson do Carmo Andrade; Santos, Allessandra Elisabeth dos; Silva, Laila Gardênia Viana; Silva, Nayara Stefanie Mandarino Abstract: The distinction between the researcher, the one whotheorizes, and the teacher, who puts theories into practice, has long been questioned in the contexts of research in Education and the Humanities. In this sense, the teacher can be a theorist of theirown practice recognizing the value of knowledge of those who work in classrooms. Aligned with this argument is Teacher research. Thisapproachstatesthat there are teacher-researchers underpinned on the redefinition of the relations established between research and teaching, so that both are not dissociated (Freeman, 1998). Thestudy describes the stages in Teacher Research, possible instruments of data collection, and it proposes to expand its analysis procedures through intertwining with the method of analysis called Coding Process (Auerbach; Silverstein, 2003). Therefore, this article aims to presentAnalytical Entwining as a research methodology in education proposed by the research group Technologies, Education, and Applied Linguistics (TECLA), from the Federal University of de Sergipe (UFS).; La separación entre el investigador, el que teoriza, y el profesor, lo que pone en práctica las teorías, ha sido cuestionada en los contextos de investigación en Educación y Ciencias Humanas desde hace mucho tiempo. El profesor puede ser un teórico de su propia práctica, reconociendo el valor del conocimiento de aquellos que trabajan en las aulas. Alineado con este argumento se encuentra la Investigación Docente, que trata con profesores-investigadores y se fundamenta en la redefinición de las relaciones establecidas entre la investigación y la enseñanza, de manera que ambas no se disocien (Freeman, 1998). Este artículo describe las etapas de la Investigación Docente, los posibles instrumentos de recopilación de datos, y propone ampliar sus procedimientos de análisis mediante el entrelazamiento con la metodología de análisis llamada Proceso de Codificación de Auerbach y Silverstein (2003). Por lo tanto, este estudio tiene como objetivo presentar el Entrelazamiento Analítico como una metodología de investigación en educación propuesta por el grupo de investigación Tecnologías, Educación y Lingüística Aplicada (TECLA), dela Universidad Federal de Sergipe (UFS). Sun, 01 Jan 2023 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/22643 2023-01-01T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/22555 Título: Ensino de inglês para internacionalização crítica: análise de experiências no IsF-UFS Autor(es): Silva, Nayara Stefanie Mandarino; Santos, Elaine Maria Abstract: Considering the relationbetweeninternationalization and globalization and the predominance of neoliberal interests, authors such as Brandenburg and de Wit (2011) and Knight (2014) have advocated for changes in the definition of the term. Internationalization, when practiced as a neutralresponse to global demands can contribute to the continuity of colonial patterns. Therefore, efforts towards a critical internationalization are important, especially concerningEnglish language teaching in this context. This work, in this sense, aims to analyze three English courses developed at the LwB nucleilocated at the Federal University of Sergipe (UFS), which were offered in 2020, under the perspective of critical internationalization. To this end, the courses were organized into two groups: one focused on orality (oral comprehension and production), with focus on the theme, the local/global concern, the proposed reflections, and the focus of each class; and another of linguistic varieties, considering the variety and the proposed reflections. Thisis a qualitative study characterized as action research. Its results indicate actions towards a critical English language teaching, with the dominance of a perspective of internationalization for global solidarity, given that the search for the identification and the resolution of problems was recurrent. Aspects to be (re)thought in teaching practice in this context also emerged. Sat, 01 Jan 2022 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/22555 2022-01-01T00:00:00Z