escola. Laís Corrêa, bolsista.

Corkboard
Desenvolver o trabalho do PIBID tem trazido excelentes oportunidades de aprendizagem para os alunos da rede estadual assim como para os acadêmicos bolsistas, além de proporcionar crescimento profissional. Profa. Carolina de Ribamar e Silva, professora supervisora/Escola Estadual Major Otávio Pitaluga. O PIBID me dá uma visão crítica sobre a experiência de ser professor. Carolline Mendes, bolsista. A base teórica, as discussões e o feedback dos alunos estão diretamente mudando o ritmo da graduação e a tornando mais completa. Victor Rodrigues, bolsista. O PIBID nos possibilita interagir com os alunos através de observações, consultas e monitorias. Daniela Silva de Godoy, bolsista

O subprojeto Programa Institucional de Bolsa de Iniciação à Docência (PIBID/Letras – Inglês, da Universidade Federal de Mato Grosso, Campus Universitário de Rondonópolis (UFMT/CUR) teve início em novembro de 2012. Seu foco é o ensino e aprendizagem de língua inglesa por meio de sequências didáticas construídas a partir de teorias de letramento(s). Os bolsistas do programa e a professora supervisora avaliam a atuação do PIBID. Marki Lyons, coordenadora do PIBID

ISSN 2238-7676
Ano XIII, Nº 18 Rondonópolis/MT - Agosto/2013

PRESIDENT'S FAREWELL MESSAGE
Dear colleagues: The most important thing to me is to say that I am very honored and proud of being President of APLIEMT. For that I would like to thank my fellow members of the APLIEMT BOARD and the other members of the Association who have helped to make these my two terms smooth. I must say that it was a great achievement to consolidate the English Public Teachers' Forum as a creative and rich learning environment where teachers put out their wishes and confidently put across their point of view about the issues they are worried about. Thanks for everyone who offered new ideas and a new enthusiasm and who expended their precious time and efforts in improving our Association as a whole in the hope that collectively we can make things better. We want to give a special thank to Leandra Ines Seganfredo Santos who provided us with all past APLIEMT NEWSLETTERS since its foundation and made them available online at http://pt.scribd.com/. This website also contains CADERNO DE RESUMOS, folders of the past editions of our annual meetings (EPI). Since 2011, all APLIEMT events have been announced on our blog http://apliemt.blogspot.com.br/ I am confident that the next board directors will continue to lead our mission forward and do great things. Thank you very much.
Marli Cichelero Cefapro/SINOP

O PIBID nos proporciona conhecer o ambiente escolar mais profundamente, o que nos ajuda a construir conhecimento e uma visão crítica do ensino. Eduardo Macêdo, bolsista.

O PIBID colabora para nossa formação inicial e estabelece vínculos entre o ensino superior e a rede pública de ensino. Ana Caroline Rodrigues, bolsista.

A troca de experiências entre professores atuantes e futuros por meio do PIBID contribui para a formação de profissionais reflexivos. Delma Santos, bolsista.

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XV EPI - 2012

O PIBID me fez ter certeza de que quero lecionar e ajudará na qualidade da minha futura ação como professora. Vanessa Valverde, bolsista.

Antes do PIBID, eu tinha um pensamento totalmente diferente do que tenho hoje em relação ao significado do que é ser professor. Lariane Caldin, bolsista.

O PIBID facilita o contato com a comunidade escolar que ajuda na compreensão do cotidiano da

O PIBID permitiu que eu conhecess e a realidade da escola pública brasileira e compreendesse melhor a função do professor dentro desse ambiente. Priscila Silva, bolsista.

NEWS NUGGETS
Thank you for giving us, English teachers, an opportunity to rethink about our practice in the classroom mainly when it is concerned with critical teaching. Veralúcia Guimarães de Souza,
IFMT Campus Cuiabá Bela Vista/ SEDUC-MT he textbook set ALIVE is one of the three collections approved of by the PNLD 2014 (a National Program of Public School Textbooks). The name ALIVE means the teacher will be able to work with language in use, language to do things with, language to communicate and interact with real people about real things. Public school teachers will love it! Teacher can teach it the way they feel like doing. Autores: Vera Menezes, Kátia Tavares, Junia Braga, Claudio Franco. Veja algumas unidades da coleção: 6 ano / 7 ano / 8 ano / 9 ano no site http://www.veramenezes.com e contate Rosana Salata Martins (Gestora da Editora SM em Cuiabá) Telefone: (65) 8133-8533

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Adoro receber o jornal APLIEMT Newsletter, uma importante ferramenta de comunicação que promove a aproximação entre escolas públicas, particulares, de idiomas, Cefapros e Universidades. Os artigos e as entrevistas fazem os professores refletirem sobre suas práticas pedagógicas, motivando-os a contribuir para a construção de conhecimentos sobre o ensino-aprendizagem de Língua Inglesa. Neuzamar Marques Barbosa,
Cefapro/Barra do Garças e Mestranda em Estudos de Linguagem/UFMT-Cuiabá

It is always a joy when I read the APLIEMT Newsletter! Eliete de Fátima dos Santos,
Escola Estadual de Educação Básica “Julio Strubing Müller”/Várzea Grande-MT

APLIEMT NEWSLETTER has been very useful mainly because I can read some interesting articles and suggestions of how teach English. Congratulations!!! Solange Maria de Barros,
UNEMAT-Cáceres/UFMT-MeEL

TEACHERS IN ACTION IN SORRISO!
2013 is a special year for English teaching in Sorriso-MT. English teachers are having time to stay together, planning, studying and learning, they are sharing their experiences and establishing goals for the local teaching of English in a continuing education course supported by the City Secretary of Education and UFMT. Teachers are working on a collaborative process, trying alternatives, reflecting on teaching practices, which are student-centered and process-guided. Lediane Manfé de Souza – a public school teacher in Sorriso, an APLIEMT member, and a master student at the Graduate Program of Language Studies at UFMT – is busy and happy teaching the course and having the opportunity to work with such creative and committed English teachers!

I think the articles published on APLIEMT NEWSLETTER are excellent! I love receiving this helpful articles about teaching and leaning languages and I often use them in my Aplied Linguistcs classes at UNEMAT. Carmem Zirr Artuzo,
Unemat - Campus Universitário de Pontes e Lacerda, Letras - Língua Inglesa

Muito obrigada pelo envio da APLIEMT NEWSLETTER, uma newsletter feita com tento esmero e cuidadosamente editada. É sempre bom saber o que está aconntecendo no ensino de inglês em outras partes do Brasil. Neise C. Rodrigues,
Presidente da Apies

APLIEMT NEWSLETTER é uma publicação anual oficial da Associação dos Professores de Língua Inglesa do Estado de Mato Grosso (APLIEMT), instituição sem fins lucrativos.
Presidente: Marli Cichelero (Sinop) Vice-presidente: Celeste Garcia Ribeiro Novaga
(Rondonópolis)

Editores:
Ana Antônia de Assis-Peterson (UFMT/Cuiabá) Marli Cichelero (CEFAPRO/Sinop)

1º secretário: Delvânia Góes (Rondonópolis) 2º secretário: Marki Lyons (Rondonópolis) 1º tesoureiro: Juliana Freitag Schweikart (Sinop) 2º tesoureiro: Tânia Cristina Crivelin Jorra (Lucas do Rio
Verde)

Conselho Editorial:
Ana Antonia de Assis-Peterson (UFMT/Cuiabá) Leandra Ines Seganfredo Santos (UNEMAT/Sinop) Marli Cichelero (CEFAPRO/Sinop)

Conselho Consultivo:
Ana Antônia de Assis-Peterson (Cuiabá) Leandra Ines Seganfredo Santos (Sinop) Maria de Fátima Comini Silva (Cuiabá)

Impressão: Gráfica Grafitec Tiragem: 300 exemplares Arte Gráfica: Ketheley Leite Freire

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Vera Lúcia Menezes de Oliveira e Paiva (UFMG/CNPq/FAPEMIG)

Inglês e Tecnologias: construindo pedagogias contemporâneas na sala de aula no século 21
A cada edição do Fórum de Professores de Inglês as discussões se tornam mais acaloradas e profícuas. Nesse espaço, o professor solta sua voz para relatar, problematizar e apresentar possíveis soluções para questões referentes ao ensino-aprendizagem, formação continuada, engajamento político-social, material didático, entre outras. Em 2012 o debate girou em torno de inglês e tecnologias, em uma iniciativa de encorajar a construção de práticas de ensino mais em sintonia com as realidades contemporâneas e discutir a associação entre o ensino de inglês e o uso de novas tecnologias em sala de aula. De acordo com os professores, o diálogo sobre o tema é bem presente na escola e os professores reconhecem que os alunos não apenas tem habilidade para lidar com as inovações tecnológicas, como também demandam a aplicação desses recursos no cotidiano escolar. Porém, para isso, a escola pública requer mais acessibilidade às novas tecnologias, elas precisam estar disponíveis em sala de aula e não apenas em espaços restritos.

Fórum 2012

Dentre os benefícios que a tecnologia pode proporcionar ao ensino-aprendizagem de inglês, os professores apontaram dois elementos como fundamentais: maior autonomia do aluno, uma vez que o aprendiz pode criar suas próprias rotas em busca do conhecimento e a descentralização do ensino, na medida em que os resultados dessa busca sejam compartilhados e o professor deixe de ser o único responsável pela condução da aula, assumindo o papel de mediador. Vários professores relataram suas iniciativas de aplicação da tecnologia ao ensino: produção de vídeos, construção de blogs, emails, webquest, uso de celulares e até de tablets. Segundo eles, a tecnologia torna as aulas de inglês interessantes, dinâmicas e interativas. Também compartilharam suas próprias experiências enquanto usuários das novas tecnologias e destacaram que o processo requer reculturação e ressignificação de conceitos. Contudo, alguns desafios foram pontuados, dentre os quais a necessidade de inclusão e de letramento digital do próprio professor. Segundo eles, a não-familiaridade com as novas tecnologias resulta em resistência ou rejeição por parte de alguns. “Ainda não há uma formação continuada consistente que apoie o professor pedagogicamente quando o assunto é tecnologia”, alegam. Para atender a essa necessidade, os professores esperam engajamento e parceria das universidades, a fim de fortalecer o ensino público como um todo.

Fórum 2012

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Delvânia Aparecida Góes dos Santos (Profa. Ms. UFMT-CUR)

available for most students. Audio and video recording and playing were revolutionary technologies in language teaching and learning but not all schools took advantage of those resources or could afford them and few students had audio and video material to study at home. It is my contention that the most revolutionary technology is the invention of computers and their association with the World Wide Web. They seem to be superior to all the previous technologies because they gather together all of them: books, images, audio, video, audio and video recording, different writing technologies, different modes of interaction (including the telephone) and publication (SMS, Facebook, Twitter, forums, blogs, etc.). The Internet was available in the first schools at the very end of the last century and the rapid spread of digital tools over the last few years have highly affected language teaching. Traditional media – newspaper, books, radio – are giving way to content which is consumed in cell phones, laptops and tablets. Our students are now connected people and the English language has become really important to them as they can now not only get information from the world but also publish information using different digital media. The web is full of rich resources. Filtering meaningful material for language learning and teaching, as well as organizing them is today a new skill required of teachers. We call it curation. Curation includes searching, selecting, gathering, categorizing, annotating, publishing and sharing web content. There are several tools to help us curate. My favorite web curation tools are Diigo (https://www.diigo.com/) and Scoop.it! (http://scoopt.it/). The name scoop represents curation as an excavation metaphor and "Diigo" is an acronym from "Digest of Internet Information, Groups and Other stuff”. All of them are free of charge, but paid accounts can offer more services. Diigo is an information management tool for you to collect and organize “bookmarks, highlights, notes, docs, audio, bibliography…” and the curated content can be accessed by “PC & Mac, any browsers, Android, iPhone, iPad…”. See an example at < https://groups.diigo.com/group/efl-classroom-20> Scoop.it! allows you to create a web page where you can aggregate several materials, including videos. It looks like a magazine. It also works with iPhone and Android and a toolbar plugin can be installed in your browser. See an example at <http://www.scoop.it/t/efl-esl-sites-for-my-students>. Finally, I would like to suggest a Brazilian tool for gathering and sharing videos: Dropavideo (http://dropavideo.com/). You can categorize and organize your favorite videos and use them in you classes.

The Role of Technology in Language Teaching
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III Fórum de Professores de Inglês da Escola Pública XV EPI/2012

Teaching and learning an additional or foreign language has always been an act supported by technology. Depending on how technological innovations are perceived by educators, they are either adopted or rejected. When the first books were introduced in schools, for example, some educators wanted them to be prohibited. Others accepted them to be used only at home because they believed that the classroom was a place where students should just use their ears to listen to the teacher. The first book with images – Orbis Sensualium Pictus – was published by Comenius in 1658 and along the centuries books were the only technology

Plea-Poems by Francisco Gomes de Matos, an applied peace linguist from Recife, Brazil

PEACE THROUGH LANGUAGES
What is Language? A mental marvel Used for all kinds of meaning-making But how to integrate languages Into the blessed marvel of Peace-making? By avoiding verbal abuse And aggressive acts of Discourse So that our intended meanings Are free from a collision course Being communicatively friendly In speaking, reading, writing, or signing By interacting with persons and groups And linguistically dignifying For all languages to shine Deep inside the human soul Let's promote peaceful language A global, permanent goal Assuring everyone the Right to Learn Is a universal priority Learning to communicate peacefully Is also a vital necessity Language use can be loaded As a weapon, some might say

Losing language Alejandro Chacoff
In 2009, more than 30 years after Vladimir Nabokov's death, his family decided to publish the unfinished manuscript of The Original of Laura, the author's last book. Nabokov had requested that the manuscript be destroyed upon his death. After decades of private debate and much deliberation, his son disobeyed his orders. Nabokov wrote his first nine novels in Russian, and then later became a master of English prose. Lolita, Pale Fire and other masterpieces were written in English and are now firmly established in the Anglophone canon. Nabokov doesn't simply write in English; he's a stylist of the language, one whose influence is overwhelming. So it's rather heartbreaking to notice the spelling mistakes in The Original of Laura. In the hand-written fragments that make up the book, stomach becomes “stomack”, bicycle becomes “bycycle”, and surprise becomes “suprize”. One can put these errors down to ill health - Nabokov spent the end of his life in and out of hospitals - or one can even blame the family's poor judgment in publishing the work. But there is also something deeper to these mistakes. One need not be a genius like Nabokov to identify with his predicament. Anyone who has ever tried to master more than one language can attest to the elusiveness of this task, to the way language cheats us every day. We are often surprised – or “suprized” – by our mistakes. One composes an email and then immediately marvels at the lack of a preposition or the unnecessary presence of a hifen. These little errors, we tell ourselves, are the first steps to the loony bin. The teacher's heroic job is to pass on a second language; in academic parlance, to promote language acquisition. But sometimes I wonder if there shouldn't be a science of how we lose language. It just slips away. We swim to the shore of English, and from afar we can still glimpse the harbor of Portuguese and Spanish, but then slowly, ineluctably, our memories fade; they distort and become something akin to the memory of a childhood town. It's not easy to accept this. But then again, maybe mistake is too harsh a term. Much like the body's functioning in old age begins to resemble that of infancy, perhaps language also reverts to a more intuitive state. “Stomack” or “Suprize”, though grammatically incorrect, are spelled closer to the way these words are pronounced. Just like the toddler who counts “eighteen, nineteen, tenteen”, the elderly writer's spelling mistakes can point do deeper truths about language. It seems a cosmic joke –and a heartwarming one – that, considering the way language cheats us and makes us look like fools and how our grasp of it is never permanent, language still has the power to traverse time. For what does it matter if Nabokov wrote a few funny words in his deathbed? At this very moment some curious youth in Sao Paulo, Cleveland, or Moscow is encountering the shock of reading Lolita for the first time. Perhaps language's furtiveness, its wayward nature, is the price we pay for its moments of capitulation. Those rare moments when someone is able to grapple and pluck music out of words, and write something like Lolita. It seems a fair price.

Instead, give it As the true humane way As language users, we are all different But there's one role where alike we can be As committed peaceful language users Let's have faith: A kinder world we will see Source: actfl.org

COMMUNICATING PEACEFULLY
If peacefully you want to communicate with a humanizing intent you should start then a warm vocabulary please activate and messages you will make with your heart Create meanings that people together can bring Of words anticipate the constructive, special effect imagine that your spoken words can also sing and that a harmonious dialogue you'll co-direct Whenever angry with someone you are and a piece of your mind you want to give prevent your negative emotions from going far and apply communicative peace as a way to live Peacefully you want to communicate? It calls for a commitment to cooperation and also a firm resolve to appreciate dignity and respect as roads to humanization Your empathic understanding you wish to apply and with communicative humility you want to grow cultivate peaceful language uses that will multiply your power to make friends and good things to sow Let's imagine that everywhere one day All schools to communicate peacefully will teach and planetary citizens will be able to say: Loving my linguistic neighbor is now within reach

Alejandro Chacoff is a writer with degrees in International Relations from USP and University of Chicago.

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