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A série Fundamentos da Educação: Recortes e Discussões chega ao volume V, problematizando historicamente o papel da educação, do professor e sua formação em relação aos saberes e fazeres indispensáveis para o exercício consciente de seu trabalho numa perspectiva emancipadora. Não se trata de um manual de saberes e fazeres metodológico e nem é esta a sua pretensão, antes tem como propósito provocar posicionamentos em relação a uma educação que traz uma historicidade, contribuições para se ref¬letir sobre os valores no tempo e a prospecção por caminhos que ampliem o olhar sobre as possibilidades de reivindicar e lutar por uma educação transformadora, ainda que em contextos adversos. Como o próprio homem que se redescobre em cada etapa de sua existência, também o conhecimento de si e do mundo vai se desdobrando sobre distintas perspectivas, construindo-se e reconstruindo-se numa ação comunicativa dinâmica, uma vez que as solicitações de demandas, necessidades e arranjos sociais são condicionadas e o condicionam a mobilizar-se na história e com a história.
The field of education generally, and teacher education particularly, is experiencing some general disquiet with traditional approaches to the identification and classification of knowledge. Formal research studies, long the source of the knowledge base of teaching, is discredited by new ideologies that are based in the women's movement, the multiculturalists, and persons taken up with newer research strategies called naturalistic, ethnographic, or case study approaches. The book is a collection of essays that rehearses the issues facing the field, and addresses them in forthright fashion.
This book offers a model which can be readily applied to training, assessment of standards, inspections, and research and development. Based on the latest research and reflecting the national drive towards evidence-based standards, it will be an.
From its beginnings in the 1960s, sociolinguistics developed several different subfields with distinct methods and interests: the variationist tradition established by Labov, the anthropological tradition of Hymes, interactional sociolinguistics as developed by Gumperz, and the sociology of language represented by the work of Fishman. All of these areas have seen a great deal of growth in recent decades, and recent studies have led to a more broadly inclusive view of sociolinguistics. Hence there is a need for a handbook that will survey the main areas of the field, point out the lacunae in our existing knowledge base, and provide directions for future research. The Oxford Handbook of Sociolinguistics will differ from existing work in four major respects. First, it will emphasize new methodological developments, particularly the convergence of linguistic anthropology and variationist sociolinguistics. Second, it will include chapters on sociolinguistic developments in areas of the world that have been relatively neglected in the major journals. Third, its chapters are written by contributors who have worked in a range of languages and whose work addresses sociolinguistic issues in bi- and multilingual contexts, i.e. the contexts in which a majority of the world's population lives. Finally, it will include substantial material on the rapidly growing study of sign language sociolinguistics.
Reprint of the original, first published in 1862.