A formação inicial do professor de português língua estrangeira : aprendendo a ser um profissional colaborativo.

Este artigo tem o objetivo de apresentar alguns dos resultados obtidos em minha pesquisa relacionados a um curso de formação inicial de professores de português como língua estrangeira que teve como ponto principal a colaboração reflexiva entre os envolvidos (Schön, 1983; Griffiths e Tann, 1992; Zeichner e Liston, 1996; entre outros). Os instrumentos de coleta de dados desta pesquisa qualitativa envolveram filmagem de aulas, uso de diários e sessões colaborativas com quatro professores iniciantes do Centro de Extensão da Faculdade de Letras da UFMG. Os resultados da pesquisa mostram que um curso inicial de formação de professores de PLE voltado para um processo reflexivo-colaborativo propicia mudanças nas crenças do professor, acompanhada igualmente de uma mudança na sua prática pedagógica

[pt] CELPE-BRAS: CONFECÇÃO DE MATERIAL DIDÁTICO

O CELPE-BRAS, Certificado de Profici?ncia em L?ngua Portuguesa para Estrangeiros, ? conferido aos estrangeiros com desempenho satisfat?rio em portugu?s. A Universidade Federal de Ouro Preto (UFOP) tem parcerias com institui??es estrangeiras, o que suscitou numa crescente demanda por parte de estudantes estrangeiros (de um curso de prepara??o para este teste). Entretanto, h? uma lacuna na prepara??o que UFOP oferece aos interessados em prestar o exame. Este projeto pretendeu contribuir na elabora??o de material adequado para a prepara??o do aluno em um curso de Portugu?s voltado para o CELPE-Bras, pautado pela abordagem comunicativa (Brown, 2001; Almeida Filho, 1993; Widdowson, 1978; entre outros).The Certificate of Proficiency in Portuguese for Foreigners (Celpe-Bras) is granted by MEC to foreigners with a satisfactory performance in the Portuguese language. Although the Federal University of Ouro Preto has been receiving an increasing number of foreign students and professors, there is not an adequate course to prepare students to take the exam. This project was conducted in order to develop materials with several didactic sequences to help students become prepared to obtain this certificate. The material was developed following the communicative approach proposed by authors like Brown (2001), Almeida Filho (1993), and Widdowson (1978), among others

CELPE-BRAS : confec??o de material did?tico.

O CELPE-BRAS, Certificado de Profici?ncia em L?ngua Portuguesa para Estrangeiros, ? conferido aos estrangeiros com desempenho satisfat?rio em portugu?s. A Universidade Federal de Ouro Preto (UFOP) tem parcerias com institui??es estrangeiras, o que suscitou numa crescente demanda por parte de estudantes estrangeiros (de um curso de prepara??o para este teste). Entretanto, h? uma lacuna na prepara??o que UFOP oferece aos interessados em prestar o exame. Este projeto pretendeu contribuir na elabora??o de material adequado para a prepara??o do aluno em um curso de Portugu?s voltado para o CELPE-Bras, pautado pela abordagem comunicativa (Brown, 2001; Almeida Filho, 1993; Widdowson, 1978; entre outros).The Certificate of Proficiency in Portuguese for Foreigners (Celpe-Bras) is granted by MEC to foreigners with a satisfactory performance in the Portuguese language. Although the Federal University of Ouro Preto has been receiving an increasing number of foreign students and professors, there is not an adequate course to prepare students to take the exam. This project was conducted in order to develop materials with several didactic sequences to help students become prepared to obtain this certificate. The material was developed following the communicative approach proposed by authors like Brown (2001), Almeida Filho (1993), and Widdowson (1978), among others

12,500+ and counting: biodiversity of the Brazilian Pampa

Knowledge on biodiversity is fundamental for conservation strategies. The Brazilian Pampa region, located in subtropical southern Brazil, is neglected in terms of conservation, and knowledge of its biodiversity is fragmented. We aim to answer the question: how many, and which, species occur in the Brazilian Pampa? In a collaborative effort, we built species lists for plants, animals, bacteria, and fungi that occur in the Brazilian Pampa. We included information on distribution patterns, main habitat types, and conservation status. Our study resulted in referenced lists totaling 12,503 species (12,854 taxa, when considering infraspecific taxonomic categories [or units]). Vascular plants amount to 3,642 species (including 165 Pteridophytes), while algae have 2,046 species (2,378 taxa) and bryophytes 316 species (318 taxa). Fungi (incl. lichenized fungi) contains 1,141 species (1,144 taxa). Animals total 5,358 species (5,372 taxa). Among the latter, vertebrates comprise 1,136 species, while invertebrates are represented by 4,222 species. Our data indicate that, according to current knowledge, the Pampa holds approximately 9% of the Brazilian biodiversity in an area of little more than 2% of Brazil’s total land. The proportion of species restricted to the Brazilian Pampa is low (with few groups as exceptions), as it is part of a larger grassland ecoregion and in a transitional climatic setting. Our study yielded considerably higher species numbers than previously known for many species groups; for some, it provides the first published compilation. Further efforts are needed to increase knowledge in the Pampa and other regions of Brazil. Considering the strategic importance of biodiversity and its conservation, appropriate government policies are needed to fund studies on biodiversity, create accessible and constantly updated biodiversity databases, and consider biodiversity in school curricula and other outreach activities