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Date Posted: 07:27:08 09/27/04 Mon
Author: José Euríalo
Subject: Re: We're all in it together
In reply to: Vera Lúcia Menezes de Oliveira e Paiva 's message, "Re: We're all in it together" on 17:25:59 09/22/04 Wed

É verdade!...

Essa observação, agora, me faz lembrar os textos de CANDY (1989) e de LITTLE (2000), questões como a visão dialógica de aprendizagem e língua/linguagem (LITTLE, 2000, p.2-3), relações de poder (CANDY, 1989, p.106, §3), "communities of practice" (LITTLE, 2000, p.2, §4) e aquela citação de texto de ACKERMANN (1996, p.32, citado por LITTLE, 2000, p.2, §4): "without connection people cannot grow, yet without separation they cannot relate", etc.

CANDY (1989) traz uma observação reveladora sobre essa questão da não-autonomia do professor. Sabemos que é mais cômodo persistir em linha tradicional de ensino (uma colega já disse isso neste fórum); que isso dói menos, talvez, do que tentar as “pequenas revoluções” já mencionadas pelo colega Fabiano Leite, ainda que implique algumas frustrações. O duro é ver que muitos profissionais vêm a questão da autonomia como uma ameaça. Eis o trecho de CANDY, “In their book “Teaching as a subversive activity”, Postman and Weingartner (1971) discussed the relative nature of knowledge, and recognized the subversive implications of such a view for conventional education. They argued that the issue was a direct challenge –possibility even a threat- to teachers who saw their role as passing on established truths. This is because, if knowledge is seen to be relative, the student is free to question the utterance of the teacher.” (CANDY, 1989, p.106, §3).

Se alguns membros da pretensa ou potencial "comunidade de prática" de língua estrangeira que a escola deve oportunizar aos(às) alunos(as) não agem como aprendizes autônomos, como poderão interagir como tais, como poderão atuar como agentes de mudança, conducentes a autonomia?

José.

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