Formação continuada de professores de língua espanhola: uma análise de um curso de atualização

• Ano de defesa: 2017
• Autor(a) principal: Souza, Katiane Ribeiro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Programa de Pós-Graduação do Mestrado Profissional em Educação; UFLA; brasil; Departamento de Educação
• Palavras-chave em Português: Língua espanhola – Estudo e ensino; Professores – Formação; Spanish language – Study and teaching; Teachers – In-service training; Planejamento e Avaliação Educacional
• Link de acesso: http://repositorio.ufla.br/jspui/handle/1/13443

The Spanish language is considered one of the most widely spoken languages in the world. In addition, it is the second language for international communication. Due to the Common Southern Market (MERCOSUL), in terms of trade, social, political, sports, tourism issues, amongst others, have been addressed in Spanish. Because of the social importance of the language, it is important to know the panorama of the process of initial and continual training of teachers who work with the Spanish language. Thus, this academic work has the general objective to investigate how to 'Update the Course for Spanish Teachers', offered to teachers of the state of Minas Gerais, together with the Spanish Embassy in Brazil, which contributed to improve the training of Spanish language teachers. It has specific objectives: to describe the course, their objectives and the activities developed; Analyze and describe the perception of Spanish language teachers about the contributions that the activities developed in the course has brought to their educational and linguistic training; And to identify, in the perception of these teachers, the influence of the updated course on their professional practice. For that, a qualitative research was carried out from a perspective of interpretative analysis with a sample composed of ten teachers, who answered a questionnaire (survey). The preliminary results point to a significant contribution of the course to the reflection of the process of the teachers about their educational practices.