Orientador: Matilde Virginia Ricardi Scaramucci / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-08T02:44:45Z (GMT). No. of bitstreams: 1 Retorta_MiriamSester_D.pdf: 14612163 bytes, checksum: f7fefea3ecb78986aa1456e541123b87 (MD5) Previous issue date: 2007 / Resumo: Este trabalho visa investigar se a prova de língua inglesa do vestibular da Universidade Federal do Paraná causa efeitos retroativos no ensino dessa língua, em escolas públicas e privadas de nível médio e cursos pré-vestibulares, e, em caso positivo, determinar quais são esses efeitos. Para atingir tais objetivos, foi desenvolvida uma pesquisa qualitativa interpretativista de cunho etnográfico, na qual puderam ser ouvidas diversas vozes da comunidade escolar: escolas públicas (urbanas e rurais) e particulares, bem como cursos pré-vestibulares (particulares e gratuitos). Na busca de multiperspectivas sobre o fenômeno, procurou-se escolher os cenários que levassem em conta a grande desigualdade social do país, e incluíssem, como participantes, a maioria dos stakeholders (pessoas ligadas ao fenômeno direta ou indiretamente) para, ao final, triangularem-se os dados coletados. Além de entrevistas dos participantes, aulas de professores também foram observadas. Os resultados deste estudo mostram que o efeito retroativo da prova de inglês do vestibular da UFPR não ocorre nas escolas públicas. O que direciona o ensino desses cenários são os livros didáticos que cada escola adota. No entanto, pudemos perceber a existência do efeito retroativo nos outros cenários ¿ escolas particulares e cursos pré-vestibulares ¿, ora exercendo efeitos positivos (motivação dos diretores e professores para buscar informações sobre o exame; motivação dos alunos para estudar mais a disciplina e passar no exame; direcionamento de ementas e construção de objetivos claros; incentivo ao ensino da leitura), ora negativos (estreitamento do currículo; ansiedade dos sujeitos dos cenários). Verificou-se também que o efeito retroativo ocorreu aí em intensidades diferentes, pois interferiram no fenômeno fatores como: informações que os professores tinham sobre o exame; concepções de língua, leitura e avaliação desses professores; nível de conhecimento de língua inglesa desses profissionais; cobrança dos diretores e do grupo social (os pais e alunos); chances de aprovação, dentre outros. O que direcionou o ensino desses cenários foi o programa oficial do exame de vestibular da UFPR. Este estudo oferece contribuições teóricas ao proporcionar melhor entendimento do conceito efeito retroativo; contribuições metodológicas, por seu desenho investigativo inovador e abrangente; e, finalmente, contribuições práticas, enquanto um conjunto de subsídios para o ensino e avaliação de língua inglesa no ensino médio / Abstract: The objective of this thesis is to investigate if the English test of the University Entrance Examination of UFPR sets off the washback effect in the teaching/learning of the language in public and private high schools as well as cramming courses and, if so, what effects were they. In order to meet these objectives a qualitative interpretativist investigation was conducted in which various voices of the school community were heard such as the participants of public schools (urban and rural), the private schools and the cramming courses (private and free ones). Since there was an intention of having a multiperspective of the phenomenon, the scenarios were chosen because of the great social inequalities of this country and, therefore, many stakeholders (participants who were directly or indirectly involved in the phenomenon) were selected to be interviewed. The data was triangulated, analyzed and discussed. Besides the interview, class observations were included. The results of this study show that there was no washback effect of the English test of the University Entrance Examination of UFPR in public schools. What helped set the teaching goals of the discipline were the contents suggested in the didactic books adopted in each school. In the other scenarios, the washback effect was observed. The positive effects were the motivation of the directors and teachers to search for information about the test; motivation of the students to study harder to pass the test; the test was used to set clear teaching objectives and reading began to be taught. The negative effects were: anxiety of the participants of some scenarios and curriculum narrowing. Different intensities of the washback effect were observed because there were other factors which interfered in the phenomenon such as information teachers had about the test, their concept of language, reading and evaluation, their knowledge of the English language, the directors demanding for the teachers¿ best, the social group (parents and students) demanding for the teachers¿ best and the chances the students had in being approved, among others. The official program of the test was used to guide the teaching/learning of these scenarios. This study offers a theoretical contribution when it helps us understand a bit more about the washback effect; methodological contribution due to the research design which is innovative and broad and, finally, a practical contribution because it intends to offer a set of information which can give support to the teaching and evaluation of the English discipline in high schools / Doutorado / Lingua Estrangeira / Doutor em Linguística Aplicada

The major objective of this empirical research is to identify and explain the level of regional development and analyse the challenges of policy implementation with special focus on Tigray and Gambella Regions from 1995 to 2015. In line with the research objectives and statement of the problem, this study was designed to determine the level of development of the two regional states, the critical factors of regional growth in the regions, and what the major challenges were in the implementation of regional development policy. This research was explanatory cross-sectional in its design. In this research, both primary and secondary sources were consulted. Key informant interview, document review and observation were used to collect the necessary information. Accordingly, based on their expertise knowledge, and the position they held, a total of 24 regional and federal key informants were purposively selected and interviewed. The findings of the study showed that both regions made remarkable improvements and changes in health, education, road network, agricultural and revenue collection performance. However, contrary to the perceptions of the respondents, the secondary data when divided by regional population showed that in the past 20 years Gambella has been better off in terms of health, education, road networks and some agricultural indicators than Tigray. Tigray, however, grew more in terms of infrastructure than Gambella during the same period. The study found that the Government regional development policy designed and implemented as measured by growth-oriented indicators brought encouraging results. The most important determinant factors for regional economic development between the two sampled regions were: initial historical level of development; capacity of resource utilisation; leadership commitment, cultural differences, recurrent conflicts and insecurity, governance issues, political will, capacity of the regional government authorities; and rent-seeking attitude of politicians and civil servants. To address some of the challenges, few recommendations are made: designing a regional specific development policy, strengthening intergovernmental relations, protecting the environment, ensuring good governance, maintaining peace and security, strengthening capacity building, supporting infrastructural development for Gambella and the provision of additional financial incentives to regions. / Development Studies / D. Litt. et Phil. (Development Studies)