Follow-up Interviews to last chat about Dogme

Em nosso último chat discutimos sobre Dogme e as possibilidades de implementação de um estilo de ensino mais unplugged em nossa realidade Brasileira. Além de um excelente resumo do chat escrito por @eltbakery, fizemos algumas entrevistas que podem nos ajudar bastante a elucidar o assunto. Ficamos muito felizes em contar com a disponibilidade de nossos convidados especiais que participaram do chat: Luke Meddings, Fiona Mauchline, Shelly Terrell e Willy Cardoso. Além deles, mais um ilustre convidado aceitou nos ajudar em nossa discussão: Scott Thornbury. Desta forma, temos a entrevista com os dois autores de Teaching Unplugged, uma techie que é simplesmente imperdível e que tem uma visão de educação brilhante, uma outra que tem ideias absolutamente fantásticas sobre a relação ensino-aprendizagem e está muito envolvida com Dogme, e o nosso Brazilian guy que é autor de um excelente blog sobre ELT e educação com quem temos muito a aprender. Acho que ficou bem claro que todas as entrevistas valem muito a pena e com certeza serão um ótimo investimento do seu tempo. Bem, without further ado, vamos às entrevistas.

Nossa primeira entrevistada foi Shelly Terrell, que foi entrevistada por Bruno Andrade.

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O segundo entrevistado foi Scott Thornbury, e quem fez a entrevista foi Henrick Oprea.

Logo após, a entrevista de Fiona Mauchline feita por Cecília Coelho.

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Continuamos nossa série de entrevistas com Luke Meddings, entrevistado por Valéria França.

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E, finalmente, a entrevista com Willy Cardoso, feita por Henrick Oprea. Essa entrevista foi em português, e tem o benefício de ter como entrevistado um Brasileiro que tem conhecimento pessoal de nosso contexto. 🙂

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11 thoughts on “Follow-up Interviews to last chat about Dogme

  1. Great job, Ceci! I still think there’s a long way to go mainly if we talk about our Brazilian public educational system due to aspects you all mentioned in the breltchat – teachers’ low proficiency levels in English at times, book-oriented practice, among others – but just starting a movement of discussing the issue is a great start!

    • Thanks Carla for your support and feedback.
      I think that it´s when we begin delving into these topics and discussions that we have a chance to rethink practice, and who knows, maybe even influence change at a higher level. I actually believe change comes from the ground and maybe what we also need to consider are our PCN´s and the undergraduate degree syllabus at universities.
      Take care,
      Valéria

  2. Thanks Carla!

    I agree with you that there’s a long way to go… But we have to start somewhere – just like you said – and motivate people to go after it. Slowly but surely. Thanks for the positive feedback!

  3. You are right, girls. It is a wonderful way to start a movement, but then I’m always thinking of how we could incite the ones that really need to be here, discussing, listening, speaking up their minds, to start their own microrevolutions in their classrooms. Our reality in language schools is so different…We have so many resources compared to the ones in the public system…Well, there’s a group of public educators I know here in Brasilia that do simply amazing things with very few resources. It has always impressed me!

  4. Listened to a bit of the willy-henrick interview… man… brazilian sounds so cool ! I get some of it cuz of the romance roots, and I must say it’s tempting to jump into that new language world.

    Rock on #breltchat. Hopefully I can join one day soon 🙂

  5. Hi Carla and girls,

    The idea behind #breltchat is exactly that – to try and incite the ones who need it the most. Little by little we’ll get there, with a bit of advertisement, some chats, and, mainly, with all teachers who feel the same way working together to get positive results.
    How about inviting this group of public educators to join our discussion? 😉

    Cheers, BT-Bsb mate,

    Henrick

  6. Yeah. Dogme is but a customised version of the so-called communicative approach. It’s just wicked! I do appreciate it!

  7. As Luke Meddings says in his interview with Valeria, the moments we spend in class face to face with our students are precious. Following the syllabus without being governed by it (just to use Meddings words) would certainly grant us moments of intense knowledge exchange allowing us an opportunity to know our students better and, consequently, learn about their needs. It’s not a question of anihilating technology in class but moving the focus off it in order to foster dialogic teaching, through which I belive our jobs would make much more sense and would turn out to be a lot more rewarding. It’s as if we got back to ancient Greece when masters and disciples shared invaluable moments reflecting upon human issues

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