As the postmodern view on local perspectives and situated knowledge is becoming increasingly more important, educational issues regarding ethnic minority groups and multicultural aspects of learning are rapidly turning into a major focus throughout the international educational world. Distinct minority cultures and languages are rarely given enough attention within formal school settings. Instead national languages and curriculum are mandatory, leaving minority students confused and at a disadvantage. The Akha people of Northern Thailand find themselves sharing these minority struggles and this paper sets out to explore issues of continuity and change within Akha discourses from an educational perspective. Eight semi-structured qualitative interviews were conducted with individuals from the Akha minority group in regards to their views on education. The aim was to analyze how their educational discourses were constructed and what perceptions they carried, primarily in relationship to knowledge and learning. When analyzing the interview material it became evident that the informants’ discourses about education constructed two completely different worlds. Their descriptions of traditional Akha learning in a community setting was distinctly different from how they depicted the mandatory Thai schooling. Conflicts between continuity and change also emerged in the interview material. At the same time as a strong wish for continuity of traditional Akha culture was clearly visible, the interviewees also expressed the necessity to change and adapt to the outside world. This paper, therefore aims to discuss these conflicting discourses in relation to four different aspects of life where education seems to play an essential role for the informants in promoting and preventing changes and continuity: knowledge and learning, social structures, morals and ethics, and cultural identity. It will also be discussed how these discourses construct and impact reality, as well as how perceptions are constructed and reproduced. Furthermore, this paper will also consider how the different issues and conflicts mentioned above could be addressed by a formal Akha school setting.

<p>As the postmodern view on local perspectives and situated knowledge is becoming increasingly more important, educational issues regarding ethnic minority groups and multicultural aspects of learning are rapidly turning into a major focus throughout the international educational world. Distinct minority cultures and languages are rarely given enough attention within formal school settings. Instead national languages and curriculum are mandatory, leaving minority students confused and at a disadvantage. The Akha people of Northern Thailand find themselves sharing these minority struggles and this paper sets out to explore issues of continuity and change within Akha discourses from an educational perspective.</p><p>Eight semi-structured qualitative interviews were conducted with individuals from the Akha minority group in regards to their views on education. The aim was to analyze how their educational discourses were constructed and what perceptions they carried, primarily in relationship to knowledge and learning.</p><p>When analyzing the interview material it became evident that the informants’ discourses about education constructed two completely different worlds. Their descriptions of traditional Akha learning in a community setting was distinctly different from how they depicted the mandatory Thai schooling. Conflicts between continuity and change also emerged in the interview material. At the same time as a strong wish for continuity of traditional Akha culture was clearly visible, the interviewees also expressed the necessity to change and adapt to the outside world. This paper, therefore aims to discuss these conflicting discourses in relation to four different aspects of life where education seems to play an essential role for the informants in promoting and preventing changes and continuity: knowledge and learning, social structures, morals and ethics, and cultural identity. It will also be discussed how these discourses construct and impact reality, as well as how perceptions are constructed and reproduced. Furthermore, this paper will also consider how the different issues and conflicts mentioned above could be addressed by a formal Akha school setting.</p>

The objectives of this study were to investigate existing theory regarding the conceptual learning of young learners and to determine what core concepts Grade 5 learners need to learn. An empirical investigation as to whether these learners were familiar with the mother tongue words for the identified core concepts in syllabuses and textbooks, and to investigate whether they could recede these concepts into English (the medium of instruction in their classrooms) was also undertaken. The role of conceptual awareness in learning was discussed based on Piaget's, Vygotsky's and Clark's theory. They explain how concepts and knowledge are acquired and also how language affects this process. Learners are required to know the concepts of what they learn and should recede the information or concepts into the language used for a specific learning task. In the case of this study it was English. The study revealed that many learners who were investigated in this study did not possess the knowledge to encode many of the core or broader concepts in Tshivenda, their mother tongue. Learners also seemed to learn some concepts and the English encoding for them simultaneously. The findings showed, however, that most learners in Grade 5 could not recede many of the concepts that they possessed in L1 into English the Mol. It was clear that many learners in this study were not ready to switch from mother tongue instruction to English Mol in Grade 5. Their lack of conceptual awareness coupled with the lack of adequate English proficiency to learn the subjects in English may have been influenced by a number of possible reasons. Some reasons that were suggested were the following: a lack of prior knowledge of concepts that occur in Grade 5 syllabuses and textbooks; poorly trained teachers who are unable to assist learners to create links between existing knowledge and new knowledge; poor socio-economic circumstances and illiteracy and teachers who may lack English proficiency and cannot teach all subjects confidently in English. Some implications for the findings were suggested such as the following: if teachers are aware of the demands made on the conceptual framework of learners and the possible limitations that• they have regarding their conceptual readiness to learn, intervention is possible. Much can be done regarding the strategies that teachers may employ to enrich, expand, reconstruct, revisit or adapt concepts for learning. Such strategies include visual scaffolding, an enriched conceptual and language programme and a planned and structured approach to teaching language across the curriculum. / Thesis (M.A. (Applied Language and Literary Studies))--Potchefstroom University for Christian Higher Education, 2001

The objectives of this study were to investigate existing theory regarding the conceptual learning of young learners and to determine what core concepts Grade 5 learners need to learn. An empirical investigation as to whether these learners were familiar with the mother tongue words for the identified core concepts in syllabuses and textbooks, and to investigate whether they could recede these concepts into English (the medium of instruction in their classrooms) was also undertaken. The role of conceptual awareness in learning was discussed based on Piaget's, Vygotsky's and Clark's theory. They explain how concepts and knowledge are acquired and also how language affects this process. Learners are required to know the concepts of what they learn and should recede the information or concepts into the language used for a specific learning task. In the case of this study it was English. The study revealed that many learners who were investigated in this study did not possess the knowledge to encode many of the core or broader concepts in Tshivenda, their mother tongue. Learners also seemed to learn some concepts and the English encoding for them simultaneously. The findings showed, however, that most learners in Grade 5 could not recede many of the concepts that they possessed in L1 into English the Mol. It was clear that many learners in this study were not ready to switch from mother tongue instruction to English Mol in Grade 5. Their lack of conceptual awareness coupled with the lack of adequate English proficiency to learn the subjects in English may have been influenced by a number of possible reasons. Some reasons that were suggested were the following: a lack of prior knowledge of concepts that occur in Grade 5 syllabuses and textbooks; poorly trained teachers who are unable to assist learners to create links between existing knowledge and new knowledge; poor socio-economic circumstances and illiteracy and teachers who may lack English proficiency and cannot teach all subjects confidently in English. Some implications for the findings were suggested such as the following: if teachers are aware of the demands made on the conceptual framework of learners and the possible limitations that• they have regarding their conceptual readiness to learn, intervention is possible. Much can be done regarding the strategies that teachers may employ to enrich, expand, reconstruct, revisit or adapt concepts for learning. Such strategies include visual scaffolding, an enriched conceptual and language programme and a planned and structured approach to teaching language across the curriculum. / Thesis (M.A. (Applied Language and Literary Studies))--Potchefstroom University for Christian Higher Education, 2001

Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: At independence, Namibia chose English as its official language and therefore its language of learning and teaching (LOLT). Since then, government documents and other literature have revealed the poor performance of learners and falling of standards of teaching (Benjamin 2004:25). It seems that teachers are facing several challenges when using English as an LOLT in the classroom. This study therefore investigates the challenges faced by teachers in northern Namibia when using ELF as a LOLT, as well as how teachers overcome these challenges. In this regard, structured, one-on-one interviews were conducted with six Oshiwambo-speaking teachers at a specific homogenous secondary school in the Omusati region of northern Namibia. The findings of this study suggest that teachers believe that the learners’ sole advantage of using ELF as the LOLT is that it may benefit them if they further their studies abroad, as possessing knowledge of English would enable them to communicate with people from different countries. Another main finding, in terms of how teachers overcome the challenges posed by using ELF as the LOLT, is that teachers often resort to code-switching to ensure that their students understand the concepts they are being taught. / AFRIKAANSE OPSOMMING: Met die onafhanklikheidswording het Namibië Engels as amptelike taal gekies en gevolglik ook as die taal van onderrig en leer (LOLT). Sedertdien het staatsdokumente en ander literatuur getoon hoe swak leerders presteer en dat daar ‘n daling in onderrigstandaarde is (Benjamin 2004: 25). Dit blyk dat onderwysers verskeie uitdagings met die gebruik van Engels as LOLT in die klaskamer in die gesig staar. Hierdie studie ondersoek dus hierdie uitdagings van onderwysers in die noorde van Namibië wanneer hulle Engels as ‘n lingua franca (ELF) as die LOLT moet gebruik, sowel as hoe onderwysers hierdie uitdagings oorkom. In hierdie opsig is gestrukureerde individuele onderhoude met ses Oshiwambosprekende onderwysers gevoer by ‘n spesifieke homogene sekondere skool in die Omusati omgewing in Noord-Namibië. Die bevindinge van hierdie studie dui aan dat onderwysers glo dat leerders wat ELF as LOLT gebruik net voordeel daaruit sal trek indien hulle hul studies in die buiteland sou voortsit omdat kennis van Engels hulle instaat sou stel om met mense van verskillende lande te kommunikeer. Nog ‘n belangrike bevinding is dat onderwysers heel dikwels van kodewisseling gebruikmaak om te verseker dat hulle studente die terme wat aangeleer word wel verstaan.

Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The decision by teachers to use a specific language for teaching in a bilingual context is influenced by a number of factors. These may include learners’ linguistic background, parental preferences on the use of language for teaching and learning, policy stipulations on language use, as well as learners’ cognitive level and their ability to comprehend lessons given in a specific language. Although policy stipulations and parental preference may emphasise the use of one particular language for teaching and learning, research shows that the classroom context and the dilemma teachers face in terms of language comprehension often play a role in the use of more than one language. Teachers often switch codes in a bilingual classroom for different reasons: clarifying subject matter, concept elaboration, encouraging leaners to participate, supporting exploratory talk, ensuring comprehension as well as switching codes as a classroom management strategy. This thesis investigates the frequency and the function of teachers’ code switching (CS) in a bilingual classroom context. The study was conducted in Limpopo Province, South Africa, in the Vhembe District Municipality. Two bilingual primary schools under Sibasa Circuit were chosen for study. A series of lessons were observed in the two schools and teachers’ interactions with learners in the classroom were recorded and then analysed qualitatively, guided by Myers- Scotton’s (1993) Markedness Model which is used to provide an account for different types of CS. This model is used to account for the motivations for every code choice in any discourse. The results of the study show that CS is a common feature in the two schools. The policy stipulations and parents’ preference do not limit teachers’ use of CS in such bilingual primary school classrooms. / AFRIKAANSE OPSOMMING: ’n Onderwyser se besluit om ’n spesifieke taal vir onderrig in ’n tweetalige konteks te gebruik word deur ’n reeks faktore beïnvloed. Dit sluit die leerders se taalagtergrond, ouers se taalvoorkeur vir onderrig en leer, amptelike skoolbeleid in verband met taalgebruik, sowel as die leerders se kognitiewe vlak en hul vermoë om klasse te verstaan wat in ’n spesifieke taal aangebied word, in. Hoewel skoolbeleid en ouers se taalvoorkeur die gebruik van een spesifieke taal vir onderrig en leer beklemtoon, toon navorsing dat die konteks van die klaskamer en die dilemma wat onderwysers in die gesig staar in terme van taalbegrip, ’n rol speel in die gebruik van meer as een taal. Onderwysers gebruik dikwels twee tale in ’n tweetalige klaskamer, om verskeie redes: verduideliking van lesmateriaal, uitbreiding van konsepte, aanmoediging van die leerders om deel te neem, ondersteuning van ondersoekende gesprekke, versekering van begrip sowel as kodewisseling as ’n strategie vir die bestuur van die klaskamer. Hierdie tesis ondersoek die frekwensie en die funksie van onderwysers se kodewisseling in die konteks van ’n tweetalige klaskamer. Die studie is in die Vhembe Distriksmunisipaliteit van die Limpopo Provinsie, Suid- Afrika, uitgevoer. Twee tweetalige laerskole wat deel uitmaak van die Sibasa-streek is gekies vir die studie. ’n Reeks klasse is waargeneem in die twee skole en die onderwysers se interaksies met die leerders in die klaskamer is opgeneem en daarna kwalitatief ontleed , gegrond op Myers- Scotton (1993) se Gemarkeerdheidsmodel (“Markedness Model”) wat gebruik word om ’n verklaring te gee vir die verskillende tipes kodewisseling. Hierdie model is gebruik om ’n verantwoording te bied van die redes vir elke kodekeuse in enige diskoers. Die resultate van die studie toon dat kodewisseling ’n algemene verskynsel in die twee skole is. Die skoolbeleid en ouers se taalvoorkeur beperk nie die onderwysers se gebruik van kodewisseling in sulke tweetalige laerskoolklaskamers nie. Onderwysers gebruik om verskeie redes kodewisseling, insluitend uitbreiding, verduideliking, beklemtoning, en teregwysing as ’n dissiplinêre strategie.

Submitted by Camila Arndt Wamser (camilarndt@hotmail.com) on 2018-06-06T03:20:27Z No. of bitstreams: 1 TESE - últimas correções maio-junho 1.pdf: 6271434 bytes, checksum: b734d99c34b07a3a1defa1da94bfdc7b (MD5) / Approved for entry into archive by Priscila Carreira B Vicentini null (priscila@fclar.unesp.br) on 2018-06-06T13:16:09Z (GMT) No. of bitstreams: 1 wamser_ca_dr_arafcl.pdf: 6165425 bytes, checksum: d03481efdae3fdc2e9500d3e49727404 (MD5) / Made available in DSpace on 2018-06-06T13:16:09Z (GMT). No. of bitstreams: 1 wamser_ca_dr_arafcl.pdf: 6165425 bytes, checksum: d03481efdae3fdc2e9500d3e49727404 (MD5) Previous issue date: 2018-05-10 / Nossa hipótese de pesquisa é a de que o ensino, por meio das atividades epilinguísticas, proporciona ao aluno a apropriação da língua e a autonomia diante do seu uso. Desse modo, contrapõe-se ao método pautado na memorização das regras gramaticais e na separação da gramática e da produção textual. Sustentamo-nos teoricamente na Teoria das Operações Predicativas e Enunciativas, formulada pelo linguista francês Antoine Culioli e que prevê a materialidade da língua – o texto oral ou escrito – como unidade de trabalho do linguista, assim, entendemos que é também a unidade de trabalho do ensino de língua. Com essa concepção, não é possível a dissociação entre texto, léxico e gramática, logo o trabalho do professor é propiciar ao aluno a apropriação da linguagem e essa não pode ser confundida com descrição de língua no ensino. Assim, propõe-se a linguagem para a sala de aula por meio das atividades epilinguísticas. São também objetivos da pesquisa: determinar as operações e processos linguísticos desencadeados pela marca como; identificar a ausência do trabalho reflexivo nas atividades tradicionais do ensino das conjunções e do período composto, especificamente no que se refere à marca como; elaborar um modelo de aula que possa servir de parâmetro para o ensino por meio das atividades epilinguísticas. Para o alcance dos objetivos, dividimos nossa pesquisa em duas partes: uma de análise de enunciados sob os pressupostos da TOPE e outra de um trabalho de prática de ensino por meio de atividades epilinguísticas. A análise dos enunciados visa a encontrar, dentre a variação radical e ambiguidades geradas pela marca como, a invariância que permite essa variação e a passagem de um valor sintático-semântico a outro. Já para o desenvolvimento da parte prática, trabalhamos com três turmas do ensino fundamental na cidade de Caçador/SC no turno vespertino: duas de nono ano da Escola de Educação Básica Dra. Nayá Gonzaga Sampaio; e uma turma de sexto ano da Escola Municipal Pierina Santin Perret. Em uma das turmas de nono ano, realizamos atividades que agissem sob o nível epilinguístico dos alunos, enfatizando as operações desencadeadas pela marca como; na outra turma de nono ano, observamos a metodologia utilizada no ensino tido como tradicional, ou seja, pautado pelo ensino da norma, em suas classificações e regras. O trabalho realizado com a turma de sexto ano, também foi baseado nas atividades epilinguísticas e teve por objetivo demonstrar as diferenças de se propor esse tipo de método a crianças e a adolescentes. Os enunciados trabalhados tanto na análise quanto na prática foram os mesmos, pois somente podemos comprovar nossa tese relacionando esses dois momentos – análise e prática. Desse modo, o trabalho com a marca como mantém a coerência da nossa pesquisa e permite a superação da polarização entre teoria e prática no ensino. Assim, pretendemos comprovar que o ensino por meio das atividades epilinguísticas é mais relevante e significativo, pois possibilita ao discente a elaboração de uma metalinguagem operatória que lhe confere reflexão e autonomia diante dos fatos da língua. / This research is based on the hypothesis that teaching mother tongue language through epilinguistic activities provides the students with appropriation and autonomy regarding their uses of language. Thus, this method differs from the one based on the memorization of grammar rules and on the separation of grammar and textual production. Theoretically, the study is based on the Theory of Predicative and Enunciative Operations, created by Antoine Culioli. This theory considers the materiality of language, which means oral or written texts, as the unit of work for linguists, so we also understand that it should be the unit of work for teaching the language. From this conception, the dissociation between text, lexical, and grammar is not possible. The teacher's job is to propitiate intimacy with language to the students. Thereby language is brought into the classroom by epilinguistic activities. The aims of this research are: to determine the language operations and linguistics processes unleashed by the mark como ; to identify the absence of reflexive work in traditional activities of teaching of conjunction and subordinate clauses, specifically regarding the mark como; to elaborate a model of class that serve as parameter for teaching by epilinguistic activities. To reach out these aims, our research was divided into two parts: one of analysis of statements according to the theoretical and methodological assumptions of TOPE and another of a practical work of teaching by epilinguistic activities. The statement analysis was done to find the invariance between the variance and the ambiguities created by the mark like. This invariance allows not just the variance, but the passage from one syntactic-semantic value to another. To develop the practical part, we worked with three classes of elementary school in Caçador/SC city: two classes were in the ninth grade of Nayá Gonzaga Sampaio School and one was in the sixth grade of Pierina Santin Perret School. Both schools were public. In one of the ninth-year classes, we performed activities that act on the epilinguistic level of the students, emphasizing the operations unleashed by the mark como. In the other ninth grade, we observed the methodology used in traditional teaching, which means based on the grammar rules and in its classification lists. The work realized with the sixth grade was also based on the epilinguistic activities and aimed to demonstrate the differences of proposing this type of method to kids and to teenagers. The statements analyzed were the same for the classes applied to the students, because the only way to prove our hypothesis is relating these two moments – theory and practice. Thus, the work with the mark como keeps the coherence of our research and allows the overcoming of the polarization between theory and practice in teaching. Therefore, we intend to prove that teaching by epilinguistic activities is more relevant and significative, because it enables the elaboration of an operative metalanguage to the students which provides them reflection and autonomy regarding the facts of the language.

abstract: Early childhood is a special and amazing period in a child's development. It is a period during which all facets of a human being-cognitive, linguistic, physical, emotional, social, and spiritual--are rapidly developing and influenced by a child's interactions with her socializers and environment. Fundamentally, what happens during this critical period will influence and impact a child's future learning. Much of what is known about children's development comes from research focusing primarily on mainstream English speaking children. However, not much that is known about Indigenous children and their early period of child development. Therefore, this thesis research focused on Diné children and their early childhood experiences that occur during the fundamental time period before Diné children enter preschool. It also examines the contemporary challenges that Diné parents and other cultural caretakers face in ensuring that Diné infants and young children are taught those important core elements that make them uniquely Diné. The research questions that guide this thesis are: 1.What do Diné people believe about children and their abilities? 2.What do Diné children need to learn in order to become Diné? 3. What are the Diné childhood rearing beliefs and practices? 4. Why aren't Diné parents and grandparents teaching their children how to be Diné? Findings reveal an early childhood experience in which children are viewed as true explorers and highly intelligent, inquisitive learners and included as integral participants and contributors to the family and community. This thesis concludes with a discussion of the multidimensional transitions, such as the shift from the Diné language to English in Diné homes and communities that have occurred in the Diné way of life and how they have impacted how Diné children are socialized. Creative alternatives for increasing Diné childhood speakers on and off the Navajo reservation are also considered. / Dissertation/Thesis / M.A. Curriculum and Instruction 2011

Submitted by Fabiana Goes Da Silva Agostinho (fabigoessc@hotmail.com) on 2018-07-05T11:34:33Z No. of bitstreams: 1 FABIANA GOES DA SILVA AGOSTINHO- DISSERTAÇÃO.pdf: 2126437 bytes, checksum: 4f7fe08c8948e48699d82ffa25680335 (MD5) / Approved for entry into archive by ALESSANDRA KUBA OSHIRO ASSUNÇÃO (alessandra@fct.unesp.br) on 2018-07-05T14:53:48Z (GMT) No. of bitstreams: 1 agostinho_fgs_me_prud.pdf: 2126437 bytes, checksum: 4f7fe08c8948e48699d82ffa25680335 (MD5) / Made available in DSpace on 2018-07-05T14:53:48Z (GMT). No. of bitstreams: 1 agostinho_fgs_me_prud.pdf: 2126437 bytes, checksum: 4f7fe08c8948e48699d82ffa25680335 (MD5) Previous issue date: 2018-05-10 / Este estudo está vinculado à linha de pesquisa “Processos formativos, ensino e aprendizagem” do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista “Júlio de Mesquita Filho” (FCT/UNESP). Decorre das inquietações a respeito do trabalho com a produção de texto no ensino fundamental I, que tem se constituído como um dos fatores determinantes das deficiências linguísticas observadas na comunidade estudantil em geral. Os sujeitos deste estudo são alguns professores da educação fundamental da rede municipal de Presidente Prudente/SP. O objetivo geral de pesquisa foi analisar como é praticado e em que é fundamentado o ensino da produção textual nos anos iniciais do ensino fundamental, a partir das respostas emitidas pelos participantes da pesquisa por meio de questionários e, posteriormente, de transcrições das aulas de um processo formativo, do qual alguns professores participaram. Os objetivos específicos foram: compreender e analisar quais são as concepções de linguagem, de texto, de alfabetização e de letramento apresentadas pelos professores sujeitos da pesquisa; descrever e analisar quais são os gêneros textuais trabalhados por esses docentes e a influência dessas escolhas no trabalho com a produção de textos; descrever um processo formativo e interpretar as possíveis contribuições que ele pode trazer aos professores, por meio de suas respostas a um questionário final, das transcrições das aulas e do um relato de uma professora participante. Para isso, contou com os seguintes procedimentos metodológicos: análise das respostas emitidas pelos participantes da pesquisa por meio de questionários, registros em caderno de anotações e transcrições das aulas de um processo formativo e análise do relato de experiência de uma das professoras participante da pesquisa. Dessa forma, a pesquisa é de base qualitativa e utiliza a análise de conteúdo. Os resultados obtidos e analisados indicam que há uma relação intrínseca entre as concepções apontadas pelos professores e o trabalho com a produção textual por eles descrito. Pode-se identificar que a concepção predominante está ligada à visão de linguagem de forma monológica, desconsiderando a interação humana e as práticas sociais. Outro apontamento importante é que o processo formativo, por ter origem nas dificuldades elencadas pelos próprios professores, contou com um maior comprometimento dos envolvidos. Além disso, é possível afirmar que o curso proporcionou a esses docentes a reflexão sobre a ação e a possibilidade de ressignificação de algumas de suas práticas. / This study is linked to the research line related to “Formative process, teaching and learning” which is part of the Postgraduate Program in Education from Science and Technology College of Universidade Estadual Paulista “Julio de Mesquita Filho” (FCT/UNESP). It arises from the concerns about the work with the text production in elementary school I, which has become one of the determining factors of the linguistic deficiencies observed in the student community in general. The subjects of this study are some teachers of the fundamental education of the municipal schools of Presidente Prudente in Sao Paulo state. The general objective of the research was to analyze how the teaching of textual production in the initial years of elementary school is practiced, based on the answers given by the participants of the research through questionnaires and later transcriptions of the classes of one formative process, where some teachers have participated. The specific objectives were to understand and analyze the language conceptions, text, literacy and literacy presented by the subject teachers of the research, describe and analyze what are the textual genres worked by these teachers and the influence of these choices in the work with the production of texts, to describe a formative process and to interpret the possible contributions that it can bring to the teachers, through their answers to a final questionnaire, of the transcripts of the classes and of an account of a participating teacher. In this way, the research is qualitative and uses content analysis. The results obtained and analyzed indicate that there is an intrinsic relation between the conceptions pointed out by the teachers and the work with the textual production described by them. One can identify that the predominant conception is linked to the monological view of language, disregarding human interaction and social practices. Another important point is that the training process, due to its origin in the difficulties listed by the teachers themselves, had a greater commitment from those involved. In addition, it is possible to affirm that the course provided to these teachers the reflection about the action and the possibility of re-signification of some of their practices.

Este trabalho propõe uma investigação sobre a reflexão explícita proposta por livros didáticos de Língua Portuguesa sobre a metáfora e sobre o papel desempenhado por ela na apresentação de conceitos, objetivando uma melhor compreensão de como acontecem o trabalho e o uso da metáfora nos livros didáticos. Além disso, o lugar da reflexão linguística em uma perspectiva de ensino do uso da língua ainda não é um consenso, então, uma discussão sobre esse aspecto torna-se necessária. Essas ações, que visam a contribuir para a elaboração de uma proposta de trabalho com a metáfora que valorize o seu papel na comunicação em geral e nas salas de aula, são o foco deste trabalho. Assim, esta pesquisa se propõe a (a) investigar a reflexão explícita sobre a metáfora (definição, exemplo e casos etc.) a partir do trabalho proposto com esse fenômeno por coleções de livros didáticos de Língua Portuguesa aprovadas pelo Programa Nacional do Livro Didático 2011; (b) investigar a ocorrência da metáfora em coleções de livros didáticos de Matemática, Ciências, História e Língua Portuguesa aprovadas pelo PNLD 2011; e (c) propor uma abordagem para o trabalho com a metáfora nas aulas de língua materna, que vise ao uso da metáfora, a partir das investigações propostas pelos objetivos (a) e (b). Esta é uma pesquisa qualitativa de análise de documentos em forma sequencial (descrição e posterior análise). O primeiro nível de análise contituiu-se da análise da reflexão explícita sobre a metáfora em livros didáticos de Língua Portuguesa. Nessa etapa, identificou-se que os pressupostos teóricos que embasam essa reflexão pertencem basicamente às visões Clássica, Substitutiva, Comparativa e Interativa da metáfora (ARISTÓTELES, 1997; BLACK, 1954, entre outros). As observações feitas sugerem que uma reflexão que contemplasse as contribuições das visões posteriores à Visão Interativa abordaria de forma mais abrangente a função desse fenômeno para a construção dos sentidos dos textos em que ele se faz presente. O segundo nível de análise foi a investigação acerca da ocorrência da metáfora nos livros didáticos de diferentes disciplinas. Nesse nível, identificouse que os pressupostos das visões Pragmática, Cognitiva e Cognitivo-discursiva (GRICE, 1975 [1967]; LAKOFF; JOHNSON, 1980; CAMERON, 2003, entre outros) são os que melhor justificam a ocorrência da metáfora na apresentação de conceitos e na proposição de exercícios. As limitações encontradas no primeiro nível de análise (restrição do escopo da metáfora, redução de suas funções etc), a ocorrência verificada no segundo nível e o contraste de pressupostos teóricos observados apontaram a necessidade de uma nova proposta de trabalho com a metáfora no ensino de língua materna. Diante disso, foi proposto o trabalho com a metáfora a partir (a) do conceito de espiral e do ciclo uso-reflexão-uso propostos pelos Parâmetros Curriculares Nacionais e pelos Referenciais Curriculares do Estado do Rio Grande do Sul; (b) da sua ocorrência em diferentes textos (propagandas, verbetes, divulgação científica, entre outros) e em diferentes disciplinas; e (c) de aspectos salientados nas visões discutidas sobre o fenômeno. / This paper proposes an investigation about the explicit reflection presented by course books of Brazilian Portuguese on metaphor and its role in the presentation of concepts, aiming to reach a better comprehension of how metaphor is worked and used in course books. Moreover, linguistic reflection in the perspective of language use teaching is not consensual, therefore a discussion about this aspect is also necessary. These actions - which intend to contribute to the development of proposals for a work with metaphor that appraise its role in general communication and in the classroom - are the main concern of this study. Thus, this research proposes to (a) investigate the explicit reflection on metaphor (definition, example and cases etc.) on the basis of the work with this phenomenon suggested by course book collections of Brazilian Portuguese approved by the national course book program (2011); (b) investigate the occurrence of metaphor in course book collections of Mathematics, Sciences, History and Brazilian Portuguese approved by the same program; and (c) propose an approach for the work with metaphor in mother tongue classes that works towards the use of metaphor, based on the analyses proposed by (a) and (b). This is a qualitative research based on the analysis of documents in a sequential manner (description and later analysis). The first level of study consists of an examination of the explicit reflection on metaphor present in course books of Brazilian Portuguese. At this stage, we could notice that the theoretical assumptions on which this reflection is based belong mainly to the Classical, Substitution, Comparison and Interaction views (ARISTOTLE, 1997; BLACK, 1954, and others). The observations suggest that a reflection that contemplates the contributions put forward by later perspectives would deal more comprehensively with the function of this phenomenon for the construction of meaning in the texts they are found. The second level of analysis was an examination of the occurrence of metaphor in course books of different school subjects. At this stage, we noticed that the assumptions of the Pragmatic, Cognitive and Cognitive-Discursive views (GRICE, 1957; LAKOFF; JOHNSON, 1980; CAMERON, 2003, and others) are the ones that better justify the occurrence of metaphor in the presentation of concepts and in the exercises proposed. The limitations found in the first stage of the study (restriction of the scope of metaphors, reduction of its functions, etc), the occurrence verified in the second stage, and the contrast between the theoretical assumptions observed point to the necessity of a new proposal for the work with metaphor in mother tongue teaching. Hence we propose a work with metaphor based on (a) the concept of “spiral” and the cycle of use-reflection-use proposed by the official documents which regulate education in Brazil (PCN and RC-RS); (b) its occurrence in different texts (advertisements, entries, scientific dissemination, among others) and in different school subjects; and (c) aspects of the discussed views about metaphor.