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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Beyond the ivory tower: The whole idea is not to base learning and assessment on linguistic and logical-mathematical capabilities only.

However, it has met with a strongly positive response from many educators. An evolutionary history and evolutionary plausibility.

A further set of criticisms centre around the specific intelligences that Howard Gardner identified. References Brualdi, A, C. Howard Gardner, multiple intelligences and education.

Here, I want to focus on three key questions that have been raised in debates. It has helped a significant number of educators to question their work and to encourage them to look beyond the narrow confines of the dominant discourses of skilling, curriculum, and testing.

INTELIGENCIAS MULTIPLAS

The opportunities for risky physical activity were limited, and creative and intellectual pursuits encouraged. A teacher could also assign the translation of a poem and then ask students to individually read aloud the translated version as the teacher simultaneously reads the original aloud, the two voices and versions together, hopefully in unison.

From Piaget to the presentLondon: Accessed June 15, ].

All the contents intelgencias this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License. Howard Gardner sees mental and physical activity as related. It has been embraced by a range of educational theorists and, significantly, applied by teachers and policymakers to the problems of schooling.

Thus, an explicit concern with spiritual or religious matters would be one variety — often the most important variety — of an existential intelligence. Howard Gardner completed his PhD in his dissertation was on style sensitivity in children. Thus the approach outlined here is just tentative and certainly needs further reflection and testing. It is hard to enough to teach even when anything can be taught; what to do if there are distinct limits and strong constraints on human cognition and learning?

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I want them to understand it so that they will be positioned to make it a better place. The application of M. Besides, it has to be intwligencias tested and improved in order to be a consistent assessment procedure, one that meets the requirements of validity and reliability. According to Gardner’s theory, every person has a number of “domains of potential intellectual competence which they are in the position to develop, if they are normal and if the appropriate stimulating factors are available” GARDNER,p.

As already mentioned, students should have the opportunity both to take advantage of their most intellgencias capabilities and to stimulate their less developed types of intelligence. John White has argued that there are significant mkltiplas around the criteria that Howard Gardner employs.

On the basis of the argument that “there is persuasive evidence for the existence of several relatively autonomous human intellectual competences” GARDNER,p. Simon and Schuster and New York: This agreement, if applied to a translator training situation, could be as follows: Support from psychometric findings. Howard Gardner did not, initially, spell out the implications of his theory for educators inteligenias any detail.

For example, it is not as easy to insert, delete or reshuffle words, phrases, or even paragraphs, so they must multiplaa their choices through before writing them.

A TEORIA DAS MÚLTIPLAS INTELIGÊNCIAS E SUA POSSÍVEL CONTRIBU by Rinaldo Nishimura on Prezi

multiplaz According to the ATA, the certification examination tests the language skills my italics of a professional translator, which comprises: Using MI as a tool to promote high quality student work rather than using the muotiplas as an end in and of itself.

Further reading and references The main Howard Gardner writings on multiple intelligences are as follows: In essence Howard Gardner argued that he was making two essential claims about multiple intelligences. We expect that this novel approach to evaluation in translator training courses may bring a least a few benefits to all the parties concerned: Concluding remarks The implementation of this pedagogy and evaluation is no simple matter.

As Armstrongp. Features such as rhythm, musicality, verse length, meter, rhyme if applicableand stress pattern in the target language could then be assessed drawing on an additional capability, besides the ever-present linguistic intelligence.

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One of the outcomes of myltiplas disciplinary status that Translation Studies has acquired in the last three decades or so is an increased interest in the formal training of translators.

Gardner, Howard The Disciplined Mind: Mu,tiplas have identified the following markers that characterize schools with some success in implementing practices that attend to multiple intelligences theory. 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 inteliegncias on each task.

However, empirical evidence is sparse — and although a ninth intelligence might be attractive, Howard Gardner is not disposed to add it to the list.

Howard Gardner, multiple intelligences and education

There are further questions around the notion of selfhood that Howard Gardner employs — something that he himself has come to recognize. Instead he went to a nearby preparatory school in Kingston, Pennsylvania Wyoming Seminary.

He suggests that it is difficult to come to any consensual definition, but argues that it is possible to come to an understanding that takes exploration forward. As in all educational environments, “the periodic as well as terminal end-of-program determination of students’ progress toward learning goals is a major concern for translator education institutions” KIRALY,p. It enables teachers to share with learners the choice of assessment procedures and help them find ways to draw upon their different intellectual capabilities.

Harvard Business School Press. My mind was really opened when I went to Harvard College and had the opportunity to study under individuals—such as psychoanalyst Erik Erikson, sociologist David Riesman, and cognitive psychologist Jerome Bruner—who were creating knowledge about human beings. Peer correction, self- and portfolio evaluation are becoming common in even the most traditional university settings.