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Individual Oral (Os nascimentos e Carta Guarani-Kaiowá)

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Individual Oral (Os nascimentos e Carta Guarani-Kaiowá)

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The student in Example A chose the poem “Salome” from The World's Wife, by Carol Ann Duffy, and a specific scene from episode 1 of the series Thirteen Reasons Why, Season 1, in order to discuss the theme “The potrayal of female promiscuity”.
Initially, the student's concern is to present the general characteristics of the series scene, and she makes a detailed analysis of the camera angles, the positioning of the bodies, bringing to light how much the audiovisual aspect is relevant to understand the chosen global topic. Then, she presents how female behavior is placed in the poem Salome, which contributes to the perception of a contrast between the two productions.
The aspects she highlights the most are the relationship with shame and pride with regard to sexuality, which are seen in different ways in each production. The idea of ​​social judgment, as well as the difference between male and female promiscuity are brought to the fore.
It is interesting to note that she explores a lot of bodily expressions in the scene and poetic images of the body in the text, something that is important in understanding gender issues and feminist theories today. This leads to the idea of ​​its conclusion, which points to how much both productions, for different audiences, end up showing in different ways the condition of female sexuality today, instigating people who have contact with them.

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What ideological biases exist in the IB mission statement and how do you know this as a reader?

Within the statement in question, it is possible to note that the notion of rigorous assessment can be interpreted as a priority in relation to other equally or more important precepts. More than rigorous, the evaluation perspective must be continuous, and encompass other perspectives that take the symbolic weight of an evaluation system that must focus on multiculturalism and on the joint and continuous experience of knowledge construction.

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What is the dominant reading of this text and what might be an oppositional reading of the IB learner profile?

When reading about the IB's learning profile, it is possible to notice an idealization of the holistic, social, individual capacity of students, capacities that are indeed impressive and necessary for a critical, autonomous and inquiring perspective. However, it is known that reaching all these levels of perception is an immense challenge for everyone involved in the educational process: families, school, teachers, community, in addition to the students themselves, who often tread paths at different times. Although this description of the IB profile is necessary, it would also be interesting to consider the different times and processes for each student to reach at least most of these stages of development. Perhaps, the main opposition is to interpret the IB profile not as an affirmation: "they are", but as a continuity, a coming into being, a "they are always under construction towards these potentials".

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What is the tone created in the aims and assessment objectives, how does the author create it, and why?

The author of the text builds a dimension in which the study of literature is not separate from the rest of the study of language. This is of great importance, since literary texts can be interpreted, read and constructed in constant correlation with non-literary perspectives, and both can be the basis of symbolic, social, identity, plural and critical communication. Thus, it seems that the author's intention is to show how much the objectives of the language area are related to the integral education of a student, and not just to parts of their intellectual construction.

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What words or phrases have a highly charged connotation and what is the effect on the reader?

I believe that the words and phrases that most impact reading, with their strong connotation, have to do with the idea that students and teachers are "lifelong learners". This implies a relationship of horizontality in teaching, which is in fact important for the perspective of a "democratic and open" education, as proposed in the text itself. This challenge is of great importance, as it demonstrates a way of understanding teaching and learning that overcomes certain hierarchies and one-sidedness, and places teachers and students in conditions of joint construction, based on times and varieties of repertoires, experiences and exchanges, and not from preconceived notions of superiority.

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What words or phrases demonstrate the ideological perspective of this text?

It is possible to notice a series of ideological aspects in the text, especially those that point to the character of "creation" of experiences and spaces, and not the simple appropriation of existing experiences. This reverberates a perspective of originality, important to the reality of learning. However, the phrases that most marked, in my perception, the ideological character of the text have to do with the idea that experiences "may or may not be included in the DP", and this seems to mean that the experience itself is beyond a bureaucratic systematization, including an everyday, continuous and systemic proposal of knowledge, going beyond its formalization.

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I'm Francielly Baliana, a Language, Literature and Writing teacher from Brazil. Currently, I am doing my PhD in Literary Theory and Comparative Literature at the University of São Paulo.
I teach at four different schools, and as a teacher and researcher, I truly believe that it is possible to use language to empower students to walk their path in an active and autonomous way!
I believe that as a Portuguese language teacher in a country where the IB tradition is not common, I have to transform my way of thinking, interpreting, organizing and building content and methodologies with my students.

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2 - The most urgent question I have regarding language teaching in the IB model is about the grammar approach. Is there any specific guidance on how to build content in this regard?

3 - I believe that with the models and suggestions from colleagues, I will be able to expand my repertoire and go beyond the traditional constructions of Brazilian education, which often does not give autonomy and does not encourage students to be critical and to establish horizontal or peer relationships in classrooms.

4 - I would like to be able to contribute with the students use of writing and reading as resources for 1) building their identities, 2) their personal relationships and careers, 3) using language, literature and writing as a possible space for expansion of critical and artistic thinking.

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Dear students!

This portfolio is a space for organizing our work and our exchanges in the classroom. Realize that I separated into columns everything that we are going to build along this time together.
This is a suggestion of organization for you, so that you can outline what we are going to study and build.
At the beginning of the year, I will present the literary works that we will study, and then you can list them, organize them according to reading time, order, etc. As we analyze the works, you will fill in the part referring to this topic, and you can create an analysis tab for each work studied.
This goes for literary and non-literary texts.
In the case of projects and creative writing, it is also possible to write in these tabs all the ideas, structures and even the final works carried out. With this scheme, you will be able to easily access and in the same digital space all the notes, deadlines, ideas, insights you have.
It's a space for you!
The idea is for it to be accessible, organized, but also have the identity that we will build as readers and writers of the future!

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2.
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4.
5.
6
7.

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1 - Impressions about the author

2 - Social Context of the work

3 - Summary of the text and its arguments

5 - Notes and Exceperts

6 - Interdisciplinary dialogue

7 - My impressions and opinions

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2.

3.

4.

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2.
3.
4.
5.
6.
7.

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1 - Impressions about the author
1.1 - Biography:

1.2 - Historic of works and literary project:

2 - Social Context od the work
2.1 - Policy
2.2 - Economy
2.3 - Society
2.4 - Literary movement

3 - Summary of the story

4 - Elements of narrative
4.1 - Narrator
4.2 - Plot
4.3 - Characters
4.4 - Time
4.5 - Space

5 - Notes and Exceperts

6 - Interdisciplinary dialogue

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1. What is the intend?

2. Bases of creative writing

3. Techniques

4. List of references

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1. What is the intend?

2. Bases of creative writing

3. Techniques

4. List of references

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1. Teaching based on inquiry

2. Teaching designed to remove barriers to learning

3. Teaching focused on effective teamwork and collaboration

4. Teaching developed in local and global contexts

5. Teaching focused on conceptual understanding

6. Informed by assessment (formative and summative)

Why did I choose this order?

My choice is directly related to the way I believe education should be based: the capacity for investigation and inquiry is fundamental because it allows students to establish autonomous relationships in their search for other topics. This is fundamental for a sequence that foresees students active in their communities, but with global understandings of realities and concepts, from a critical and heterogeneous perspective of the world. In the case of assessments, they are no less important, but they permeate the entire process, making the student himself understand that self-assessment is a method of learning, not just charging.

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1. Communication skills

2. Social skills

3. Thinking skills

4. Self-management skills

5. Research skills

Why did I choose this order?

My choice is related to the perspective that language is based on the ability to communicate, verbally or not, and that this is the first step towards social articulation, reading, exchange, investigation. Knowing how to use language's own tools is the basis for any human relationship. Even though the capacity for critical and analytical thinking is of great importance, it only makes sense if there is a space for this sharing, projecting both individualities and collectivities as constructions imbricated in themselves.

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1. Ideia

2. Response

3. Opinion

4. Result

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1. Proposal

2. Deadline and size

3. First ideas

4. Topics not to forget

5. Structure

6. Final text

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1. Proposal

2. Deadline and size

3. First ideas

4. Topics not to forget

5. Structure

6. Final text