{"id":{"repo_id":"brazil-uerj","oai_identifier":"oai:pantheon.ufrj.br:11422/1813"},"canonical_url":"https://search.dev.ndltd.org/etd/brazil-uerj/oai:pantheon.ufrj.br:11422/1813","repository":{"repo_id":"brazil-uerj","name":"Brazil UERJ","base_url":"https://pantheon.ufrj.br/oai/request"},"display":{"title":"Um programa de auto-educação para professores de português como segunda língua","abstract":"Investigates a proposal for the self-education of teachers of Portuguese as a Second/Foreign Language (PSL/PFL), which is based on Widdowson's (1990) model (a Pramatics of Language Teaching). By using a syllabus developed in accordance with this theoretical model. I carried out an ethnographic investigation on the practices and beliefs of a beginner PSL teacher. The results obtained indicate that the education of PVL/PFL teachers could not consist only of readings of theoretical subjects and of tasks or suggestions for classroorn research. Data indicate that the process of teacher education should include a process of self-reflection, which would make it possible for teachers to evaluate both major theoretical paradigms and whatever theoretical knowledge produced by themselves. This could contribute to the development of these teacher’s critical thinking and autonomy.","abstract_html":"Investigates a proposal for the self-education of teachers of Portuguese as a Second/Foreign Language (PSL/PFL), which is based on Widdowson's (1990) model (a Pramatics of Language Teaching). By using a syllabus developed in accordance with this theoretical model. I carried out an ethnographic investigation on the practices and beliefs of a beginner PSL teacher. The results obtained indicate that the education of PVL/PFL teachers could not consist only of readings of theoretical subjects and of tasks or suggestions for classroorn research. Data indicate that the process of teacher education should include a process of self-reflection, which would make it possible for teachers to evaluate both major theoretical paradigms and whatever theoretical knowledge produced by themselves. This could contribute to the development of these teacher’s critical thinking and autonomy.","abstract_has_math":false,"creators":["Araújo, José Paulo de"],"institution":"Universidade Federal do Rio de Janeiro","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Freire, Alice Maria da Fonseca"],"committee_chairs":[],"committee_members":[],"year":1995,"date_issued":"1995-03-17","date_published":"1995-03-17","updated_at":"2026-07-24T01:15:49Z","subjects":["Língua portuguesa","Ensino e aprendizagem","Língua e linguagem","Aquisição da linguagem","Formação de professores"],"languages":["por"],"rights":["Acesso Aberto"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11422/1813","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Freire, Alice Maria da Fonseca"]},{"key":"dc:creator","label":"Author","values":["Araújo, José Paulo de"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-04-24T18:28:01Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2026-05-16T03:01:37Z"]},{"key":"dc:date.issued","label":"Date","values":["1995-03-17"]},{"key":"dc:publisher","label":"Institution","values":["Universidade Federal do Rio de Janeiro"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Faculdade de Letras"]},{"key":"dc:type","label":"Dc Type","values":["Dissertação"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Língua portuguesa","Ensino e aprendizagem","Língua e linguagem","Aquisição da linguagem","Formação de professores"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["por"]},{"key":"dc:rights","label":"Dc Rights","values":["Acesso Aberto"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11422/1813"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Investigates a proposal for the self-education of teachers of Portuguese as a Second/Foreign Language (PSL/PFL), which is based on Widdowson's (1990) model (a Pramatics of Language Teaching). By using a syllabus developed in accordance with this theoretical model. I carried out an ethnographic investigation on the practices and beliefs of a beginner PSL teacher. The results obtained indicate that the education of PVL/PFL teachers could not consist only of readings of theoretical subjects and of tasks or suggestions for classroorn research. Data indicate that the process of teacher education should include a process of self-reflection, which would make it possible for teachers to evaluate both major theoretical paradigms and whatever theoretical knowledge produced by themselves. 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The results obtained indicate that the education of PVL/PFL teachers could not consist only of readings of theoretical subjects and of tasks or suggestions for classroorn research. Data indicate that the process of teacher education should include a process of self-reflection, which would make it possible for teachers to evaluate both major theoretical paradigms and whatever theoretical knowledge produced by themselves. 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