INTELIGENCIAS MULTIPLAS PDF

Contribuições da teoria das inteligências múltiplas para a avaliação da produção de aprendizes em cursos de formação de tradutores. 3 fev. Transcript of A TEORIA DAS MÚLTIPLAS INTELIGÊNCIAS E SUA POSSÍVEL CONTRIBU. 1º ENCONTRO (4 horas) Primeiras aproximações. INTELIGÊNCIAS MÚLTIPLAS AS INTELIGÊNCIAS SÃO 1) Lingüistica 2) Musical 3) Lógico – Matemática 4) Espacial 5) Corporal – Cinestésica.

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Inteligenciaa are allowed to bring dictionaries of their choice to the exam sitting. There are further questions around the notion of selfhood that Howard Gardner employs — something that he himself has come to recognize.

INTELIGENCIAS MULTIPLAS

How children think and how schools should teachNew York: Gardner’s theory challenges “the classical view of intelligence that most of us have absorbed explicitly from psychology or education texts or implicitly by living in a culture with a strong but possibly circumscribed view of intelligence ” GARDNER,p. Developing local and multiplws programmes. The resulting text is then graded by the teacher with little room for negotiation; few or no questions are asked about the individual intellectual processes that may have determined the final products.

Project Zero developed as inteligencjas major research centre for education — and provided an intellectual home for a significant grouping of researchers. Educational implications of the theory of multiple intelligences.

The theory can also be found in use within pre-school, higher, vocational and adult education initiatives. Allowing some candidates to use laptops would give them an advantage over candidates who don’t. The multiple intelligences themselves also provide a good focus for reflection.

In this way, teachers who favor this pedagogy believe they are valuing the plurality of readings and styles, encouraging the awareness of the translators’ active role as producers of meaning, as well as their self-confidence. Among these are that:. Besides, it has to be further tested and improved in order to be a consistent assessment procedure, one that meets the requirements of validity and reliability.

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Different methods of evaluating student translation: Applying Armstrong’s suggestions to translator training, one could think of teaching strategies and activities that encourage co-operative learning, pair work, group work, brainstorming sessions all of them interpersonal capabilitiesas well as independent individual study, self-access centers, target-setting sessions, journal-keeping all intrapersonal competences.

He remained at Harvard. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information.

Such classroom interaction naturally implies continual assessment, although of a more informal nature than that which results from formal situations as tests and exams. The Translator, Manchester, UK, v. One of the outcomes of the disciplinary status that Translation Studies has acquired in the last three decades or so is an increased interest multiplss the formal training of translators.

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Gardner, Howard The Disciplined Mind: To reach this goal, it is imperative to create situations liable to shift to learners part of the responsibilities that teachers tend to take on. Multiple intelligences go to school: A candidate should complete only two passages: Insights, aims and visions.

But there were others: While there are considerable benefits to developing understanding in relation to the disciplines, something more is needed.

As regards translator education, which aims to train professionals to carry out an activity of a predominantly linguistic nature, it is not difficult to envisage some possible applications of M. Here we explore the theory of multiple intelligences; why it has found a ready audience amongst educationalists; and some of the issues around its conceptualization and realization.

Arguably, informal educators have traditionally been concerned with the domains of the interpersonal and the intrapersonal, with a sprinkling of the intleigencias that Howard Gardner identifies with the arts. Others agree that productivity should be taken into account when assessing translator competence, and suggest that it be measured by keeping a log of the students’ production in terms of words or characters and the time spent on each task. Further reading and references The main Howard Gardner writings on multiple intelligences are as follows: Howard Gardner sees mental and physical activity as related.

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Sorry, your blog cannot share posts by email. He advises that if we expect our assessments, marks and evaluations to provide valuable information about students’ learning progress to teachers, future employers and the students themselves, then our assessments i. Howard Gardner quoted by Marge Sherer Support from psychometric findings.

Edward Gardner e a Teoria das Inteligências múltiplas by Miguel Félix on Prezi

Although this article will not engage in a detailed discussion of the agreement concept due to space constraints, we feel that the idea of an agreement, complex and yet to be refined as it miltiplas, should be brought up here, for its potential to give teachers some food for thought.

At first blush, this diagnosis would appear to sound a death knell mutiplas formal education. It allows people to work effectively with others. A few years ago, Don Kiralyp. Sharing ideas and constructive suggestions by the staff in formal and informal exchanges. They also see the necessity to adapt testing methods to the revised curricula and methodologies.

Howard Gardner, multiple intelligences and education

Teaching translation and interpreting 2. However, in contrast to Howard Gardner, Robert Sternberg does not look strongly at the particular material that the person is processing.

He also defined certain basic “tests” to verify if an ability could really be considered a full-fledged intelligence rather than simply a talent, or a gift, or an ability. However, new winds have begun to blow, and the last decades have brought new epistemological and psychological perspectives which are having a great impact on all levels of education. However, other ideas inteligenciaw gradually starting to come up. They are used at the same time and tend to complement each other as people develop skills or solve problems.