Made available in DSpace on 2017-07-10T16:38:40Z (GMT). No. of bitstreams: 1 KRISTIAN SGORLA DISSERT2.pdf: 2179710 bytes, checksum: 25e569a8175912896a75f34953cd20ae (MD5) Previous issue date: 2016-12-06 / Mastering the English Language is a complicated task in Brazil. Reduced study load, overcrowded classrooms, inadequate teacher formation and obsolete teaching material make it common sense to assign this problem to the low quality of public teaching. In addition, there is the conflict between the traditionally proposed way of building knowledge and the contemporary educational paradigm that valorizes the use of Information and Communication Technologies (ICT) in the pedagogical practices. In this scenario, this study intends to find out if the English teachers ally the ICT to their teaching and learning processes in the state of Paraná s Public Education System present in the city of Foz do Iguaçu/PR. In order to do so, it s necessary to locate the context where education and technology meet each other, to understand how this last one enters the school environment. It s also fundamental to know how the implantation and the evolution of English Teaching happened in the Brazilian school curriculum, in order to examine its function in the state public schools. Finally, it s indispensable to know who the teacher of this school subject is and what technological structure the school offers him. For that, the research analyses qualitatively the aforementioned problem. A literature and documentary review gives the theoretical support for the interpretation of the data collected through a questionnaire applied to all the English teachers serving the State s Own Teaching Board and contracted over a Simplified Selective Process, who work with classes between the 6th and 9th years of 28 elementary schools from Paraná s Public Education System present in the city of Foz do Iguaçu/PR, during the school year of 2016. Through this questionnaire, it was found that the school, the teachers and the students are in different technological and language generations. And this, not the cliché of the educators resistance to the use of technologies or the lack of structure of the schools, is what precludes digital teaching practices. / Dominar a Língua Inglesa é uma tarefa complicada no Brasil. Carga horária reduzida, classes superlotadas, formação docente inadequada e material didático obsoleto tornam senso-comum atribuir esse problema à baixa qualidade do ensino público. Soma-se a isso o conflito existente entre o modo tradicionalmente proposto de construção de conhecimento e o paradigma educacional contemporâneo que valoriza o uso de Tecnologias de Informação e Comunicação (TIC) nas práticas pedagógicas. Nesse cenário, este estudo pretende descobrir se o docente de Língua Inglesa alia as TIC a seus processos de ensino-aprendizagem na Rede Estadual de Ensino do município de Foz do Iguaçu/PR. Para isso, é mister situar o contexto no qual a educação e a tecnologia se unem, para entender como a última é incorporada no ambiente escolar. Também é necessário saber como se deu a implantação e a evolução do ensino da Língua Inglesa no currículo escolar brasileiro, para examinar sua finalidade nos colégios públicos estaduais. Finalmente, é preciso conhecer o docente dessa disciplina e que estrutura tecnológica a escola lhe oferece. Para tanto, a pesquisa faz uma análise qualitativa do problema supracitado. Um levantamento bibliográfico e documental dá o suporte teórico para a interpretação das informações coletadas por meio de um questionário aplicado a todos os docentes de Língua Inglesa servidores do Quadro Próprio do Magistério do Estado (QPM) e contratados por Processo Seletivo Simplificado (PSS), atuantes entre os 6º e 9º anos de 28 colégios de ensino fundamental da Rede Estadual de Ensino de Foz do Iguaçu/PR, durante o ano letivo de 2016. Por meio dele, constatou-se que escola, docentes e discentes encontram-se em diferentes gerações tecnológicas e de linguagem. E isso, não o clichê da resistência dos docentes ao uso de tecnologias ou da falta de estrutura das instituições de ensino, é o que impossibilita práticas docentes digitais.

The main purpose of this study was to examine the effects of strategy training in small group work on the reading comprehension of academic texts in English by Thai English as a Foreign Language (EFL) students. The strategy-training used was the Reciprocal Teaching Procedure (RTF) which focused on the four reading comprehension strategies: predicting, clarifying, questioning and summarizing. The research study was an experimental one using a single group design. The participants were thirty-four first year students enrolled in the English for Academic Purposes (EAP) program at a tertiary institution in the northeastern part of Thailand. Both quantitative and qualitative research methods were used. The pre-, post- and follow-up reading tests were employed for quantitative analysis. The students' performances were analyzed for statistically significant differences immediately at the end of the ten-week training and in the follow-up test eight weeks after the training. Qualitative data were collected from students' pre-, post- and follow-up questionnaires, checklists and journals, teacher's checklists and journal, and independent observer's checklists and field notes.

本研究旨在探討國中英語低成就生接受一文化學習計畫之後，對於英語本身學習態度之成效影響，並藉由此實驗進而探究英語科低成就者最佳的文化學習模式。本研究採等組前後測準實驗之設計，研究對象為新竹縣一所中型國中的九年級的英語科低成就學生，總共三十人。將受試者隨機等程度分配到對照組和實驗組各十五人。研究期間，實驗組進行每週一節共十週的文化學習活動，而對照組則於同時間自修英語功課，但無任何學習活動。資料之收集包括有研究者參考文獻編製的英語態度問卷調查、文化單元學習回饋問卷、及追蹤訪談。 本研究以「英語學習態度」，分別測量受試者在實驗處理前、後在英語學習態度上的反應情形，所得資料以獨立樣本t檢定及配對t檢定分析，同時以實驗組成員所填寫的文化單元學習回饋問卷、及追蹤訪談結果作進一步研究結果佐證及補充分析。 本研究結果顯示實驗組於接受文化學習計劃後，其整體的英語學習態度問卷分數，有意義優於對照組，其中尤以其對英文概括性的態度及對英文的社會文化態度有顯著性改變。但實驗組英語學習動機分數並無有意義高於控制組，且受試者於訪談中表達其課後英語學習態度尤無明顯改變。另文化學習單元回饋問卷的分析，亦顯示英語低成就者對文化學習過程及內容的偏好。據研究結果，研究者對英語低成就者的文化學習設計及未來相關研究提出數點建議。 / The study was to investigate whether culture learning can efficiently and effectively improve low-achievers’ English learning attitude and to perceive the characteristics of English low achievers’ culture learning. A total of 30 JHS English low achievers, matched into two groups—the experimental group and the control group participated in the study. SELAM Questionnaire was distributed to each subject before and after the treatment, the culture learning project, to perceive the change of their English learning attitude. The pretest and posttest scores of SELAM Questionnaire were examined by the software SAS (Statistic Analysis System) Version 9.1, including t-test and paired t-test. Besides, the interval CLF Questionnaires and the follow-up interview were analyzed to provide the answer to the qualitative study on English low achievers’ optimal culture learning mode. The results of the study were summarized as follows. (1) The subjects’ overall learning attitudes toward English were significantly and positively affected by the cultural learning project especially their general attitude and social cultural attitudes toward English learning but the culture learning project exerted no evident effect on their desire and motive to learn. (2) In terms of culture learning content, the subjects’ interest in the culture project was highly related to the content of the culture study unit—cultural materials relevant to their background knowledge and catering to their preferences could lead to their more active learning involvement. (3) As to the culture learning process, English low achievers’ culture learning requires a lower pace of culture instruction, more instructional repetition, a variety of cultural learning activities and cultural instructors’ attention to their ongoing learning feedbacks is in need in English low achievers’ culture learning process. The major findings of this study suggested that a culture learning project experience helped significantly to enhance English low-achievers’ English learning attitude but other measures should be adopted to sustain their motivation to learn and affirmative attitude toward English learning.

本研究旨在探究並比較小學學生及其英語教師對於有效外語教學之信念。在英語教室中，學生其及老師對於教學的看法有許多相同與相異之處，這些信念會直接或間接影響到教學的有效性。 本研究以問卷調查法進行，對象為台中市34名公立小學英語教師及其811位高年級學生，問卷內容改編自Brown(2009)自編問卷及教育部九年一貫課程綱要 (2007)。問卷回收後資料以統計軟體SPSS 18.0進行敘述性統計、獨立樣本t考驗、單因子變異數分析及薛費事後法分析，獲得結果簡述如下： 1.國小學生及其英語教師對於各項教學法抱持正向的態度。 2.在性別、課外學習經驗、學習英文時間早晚等因素影響下，會影響小學學生對於有效英語教學習的信念。 3.在文法教學上，學生及其教師均持正向態度，教師尤其偏愛歸納式教學。 4.在錯誤糾正上，學生認為教師須立即處理錯誤，但教師們允許適當的忽略。 5.在溝通式教學法上，學生及其教師均持正向態度，但學生對於小組互動的上課方式持較保留的態度。 6.在多元評量方面，學生及其教師均持正向態度，但學生們對於傳統紙筆測驗的看法高於教師們。 根據問卷調查結果，本研究最後提供教學上相關建議以供參考。 / The major purpose of the study is to identify elementary school students’ beliefs toward effective teaching and make a comparison to those of their teachers’. In language classrooms, the students and their English teachers may have very similar or disparate notions of effective teaching, and the intersection of the two sets of beliefs shows direct or indirect impacts on teaching effectiveness. A questionnaire was used to collect quantitative data from 34 English teachers and 811 students in public elementary schools in Taichung Area. The items in the questionnaire were mainly adapted from the model by Brown (2009) and the Instruction Guidelines issued by the Ministry of Education (MOE, 2007). In this study, statistic computerization, including descriptive statistics, the independent sample t-test, and ANOVA with the post- hoc Scheffe test were used to analyze the collected data. The major findings are summarized as follows: 1.Elementary school students and teachers generally hold a positive attitude toward these teaching pedagogies. 2.The demographic variables of gender, extracurricular English learning experience and different length of prior English learning yield an effect on different students’ beliefs. 3.Elementary school students and teachers generally hold a positive attitude concerning Grammar Instruction; moreover, the teachers have more preference for inductive teaching. 4.Elementary school students and teachers generally hold a positive attitude concerning Error Correction; moreover, the students expect teachers to deal with their errors immediately, but their teachers tend to neglect error correction at times. 5.Elementary school students and teachers generally hold a positive attitude concerning Communicative Language Teaching; however, the students seem more hesitant to participate in group interactions in class. 6.Elementary school students and teachers generally hold a positive attitude concerning Multiple Assessments. Furthermore, the students appear to find more value in traditional paper- and- pencil tests than their teachers do. Finally, based on the findings in this study, several suggestions and implications were presented in the conclusion of the paper.

Orientador: Mário Sérgio Vasconcelos / Banca: Valéria Amorim Araújo / Banca: Nelson Pedro da Silva / Resumo: Apoiados em nossas experiências com aulas de inglês em escolas públicas e particulares de ensino fundamental e ensino médio, passamos a questionar os resultados dos métodos tradicionais de ensino de língua estrangeira e a buscar uma nova didática que pudesse proporcionar uma melhor aprendizagem de inglês para crianças. Para compreender melhor a ineficácia desses métodos, fizemos um levantamento histórico e uma análise da concepção de sujeito neles implícitas. A partir da crítica à concepção de sujeito predominante, elaboramos uma proposta didática para o ensino de inglês que tem como base o construtivismo de Jean Piaget. No construtivismo encontramos uma concepção de sujeito ativo, que pressupõe um processo de equilibração/desequilibração, fundamental para a construção do conhecimento. Para desenvolver nossa proposta, realizamos uma trabalho de campo em 8 salas de aula de 1a a 4a série, de duas escolas de ensino fundamental, localizadas nas cidades de Assis (SP) e Piraju (SP). Concluímos que o construtivismo favorece a aprendizagem do ensino de inglês. / Abstract: Supported in our experiences with English classes at public and private schools, we started to question the results of the traditional methods of English teaching and we started searching a new didactics which could adapt a better English learning to children. To understand better the inefficacy of those methods, we made a historical research and we analyzed the subject concepts which were inside of them. From this analyze we produced a new didactics to English teaching that is based on Jean Piaget's construtivism. In construtivism, we could find an active subject concept, which involves a process of equilibrium/non equilibrium essential to the construction of the knowledge. To develop our proposal, we made a research at two schools one in Assis (SP) and the other in Piraju (SP) with 8 (eight) class rooms. We concluded that the construtivism gives support to English teaching apprenticeship. / Mestre

Made available in DSpace on 2016-06-02T20:25:00Z (GMT). No. of bitstreams: 1 1626.pdf: 5300118 bytes, checksum: 85ee4253033f0747e3815619bae91c43 (MD5) Previous issue date: 2007-09-12 / Financiadora de Estudos e Projetos / The aim of this work is to verify the motivation of students to study English in the beginning of their first year right after primary school (5Th grade in Brazil), as well as to analyze the influence of teaching materials adopted in the students motivational disposition. We have confirmed, through our analyses, the hypothesis that students are motivated in the beginning of the foreign language teaching and learning process and, based on authors such as Augusto-Navarro (2007), Barbirato (2005), Stipek (2002), Dörnyei (2001), Peacock (1997), Pintrich e Schunk (1996), Almeida Filho (1994), Viana (1990), Krashen e Terrell (1983), and others, we discuss some characteristics, which if guaranteed in the teaching material, may help the teacher to maintain students motivation. This study may contribute for a better comprehension of the frequent demotivation process observed among English language students in Brazilian public schools. It also presents the characteristics of highly motivating, as well as demotivating, EFL teaching activities. / Este estudo objetiva verificar a motivação apresentada por alunos ingressantes na quinta série do ensino fundamental para o estudo de inglês, bem como analisar a influência exercida pelo material didático adotado na disposição motivacional dos mesmos. Confirmamos, através das análises, a hipótese de que os alunos são motivados no início do processo de ensino-aprendizagem da língua estrangeira e, com base em autores como Augusto-Navarro (2007), Barbirato (2005), Stipek (2002), Dörnyei (2001), Peacock (1997), Pintrich e Schunk (1996), Almeida Filho (1994), Viana (1990), Krashen e Terrell (1983), entre outros, discutimos algumas características que, garantidas no material didático, podem auxiliar o professor na manutenção da motivação. Este trabalho pode contribuir para a melhor compreensão do processo de desmotivação para o estudo da língua inglesa, freqüentemente observado na escola pública. Nesta dissertação apresentamos as características de atividades didáticas com alto e baixo potencial motivacional.

This essay has been carried out with the purpose of investigating the differences between teaching in a CLIL program and in a standard program. The results of this research are based on the perceptions of five teachers working in both programs. These teachers participated in a semi-structured group interview where they were asked questions and were given the opportunity to develop the discussions among themselves. The results have shown that there are fewer differences between these two programs than I originally thought, but the differences that do exist were unexpected. All of the teachers who participated in the study had taught English before they started to work in the IB, but are not trained CLIL teachers. Since there were only five participants and these participants are not trained CLIL teachers, this investigation does not show a general result, but instead gives the picture of how working with CLIL and a standard program simultaneously could work.

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-06-08T17:39:06Z No. of bitstreams: 2 Dissertação - Maria José Lacerda Rodrigues Hoelzle - 2016.pdf: 7108311 bytes, checksum: 9f7fa47e95fd1e9b36a7852cb41e9184 (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-09T11:23:22Z (GMT) No. of bitstreams: 2 Dissertação - Maria José Lacerda Rodrigues Hoelzle - 2016.pdf: 7108311 bytes, checksum: 9f7fa47e95fd1e9b36a7852cb41e9184 (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) / Made available in DSpace on 2016-06-09T11:23:23Z (GMT). No. of bitstreams: 2 Dissertação - Maria José Lacerda Rodrigues Hoelzle - 2016.pdf: 7108311 bytes, checksum: 9f7fa47e95fd1e9b36a7852cb41e9184 (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) Previous issue date: 2016-03-01 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / Much of the discourse concerning English teaching as a foreign language in the public school deals with failure. The reasons given range from problems with human resources, such as poor teacher training and students without basic literacies for language learning (JORDÃO, 2010), to structural and financial factors. In this scenario, I believe that, when we, as English teachers, merely have linguistic goals, regardless of the discursive ones, the sense of failure and impotence intensifies. Therefore, I sought to do a study, grounded on Critical Applied Linguistics, in a 6th grade classroom at a public school in Goiânia in order to create engagement moments and to destabilize sociabilities, understood as discursive positions (MOITA LOPES; FABRÍCIO, 2013), which have been crystallized over time in relation to issues such as family, race, gender and social classes. I worked as a teacher researcher and my aims were to analyze: 1) 6th grade students’engagement in critical English classes at a public school; 2) the destabilization moments during interactions driven by the activities proposed; 3) my experience with the critical work. This study is based on postmodernism to demonstrate how truths and totalities went through a crisis and how it was reflected in questions of knowledge, reaching the curricular studies. In this sense, this study was guided by theorizations about curriculum (SILVA, 2000; PARAÍSO, 2004; HENNING, 2009; LOPES, 2013) and critical literacy and multimodalities as new possibilities for language teaching in Brazil (COPE; KALANTZIS, 2005; MENEZES DE SOUZA, 2011; DUBOC, 2012; JORDÃO, 2013; ZACCHI, 2014).The participants who took part in this study were 11 male students and 7 female students, and the data were generated in 25 classes in the second half of 2014. The research instruments were questionnaires, audio-recording of classroom interactions, students’ work, a diary written by me and a final interview. The research is qualitative and is configured as a case study of autoethnographic nature. In the analysis, I could see that most students demonstrated greater engagement in activities of visual and multi-modal meanings, as well as in collective productions. In regard to the destabilizing moments, they occurred discreetly, given the power of crystallized speeches on the topics focused on. Concerning my practice, I believe I could cause destabilization moments, but on several occasions, I perpetuated hegemonic standards or failed to discuss important issues, which I believe to be part of this critical work that I am learning to construct. With regard to oral and written issues, I realized that, even resorting to Portuguese during the oral practice, it is possible to instigate students to think about social issues in English. The use of English language occurred more broadly in individual written assignments. By comparing the positions of the group at the beginning and at the end of the study, I realized that most participants showed satisfaction when dealing with critical issues during English classes. Moreover, most of them realized that "learning" the target language and "discussing" social aspects can happen simultaneously. Overall, the analysis suggests that a critical work can be done in basic education with promising results. / Grande parte dos discursos sobre o ensino de inglês como língua estrangeira na escola pública é de fracasso. As causas apontadas oscilam de problemas com recursos humanos, como a precária formação de professores/as e alunos/as sem os letramentos fundamentais para o aprendizado de línguas (JORDÃO, 2010), a fatores estruturais e financeiros. Nesse cenário, acredito que, quando nós, professores/as de inglês, nos pautamos por objetivos meramente linguísticos, sem levar em conta os fins discursivos, a sensação de fracasso e impotência se intensifica. Assim, busquei realizar uma pesquisa, na perspectiva da Linguística Aplicada Crítica, em uma turma de 6º ano de uma escola pública da cidade de Goiânia, com o intuito de criar momentos de engajamento e de desnaturalizar as sociabilidades, entendidas como posicionamentos discursivos (MOITA LOPES; FABRÍCIO, 2013), que se cristalizaram ao longo do tempo em relação a temas como família, raça, gênero e classes sociais. Atuei como professora pesquisadora e tive como objetivos analisar: 1) o engajamento de estudantes de 6º ano em aulas críticas de Língua Inglesa em uma escola pública; 2) os momentos de desestabilização durante as interações impulsionadas pelas atividades propostas; 3) minha experiência com o trabalho crítico. O estudo se fundamenta no pós-modernismo para demonstrar como verdades e totalidades entraram em crise e como isso se refletiu nas questões do conhecimento, alcançando os estudos curriculares. Nessa direção, o embasamento teórico deste estudo pautou-se pelas teorizações sobre currículo (SILVA, 2000; PARAÍSO, 2004; HENNING, 2009; LOPES, 2013) e sobre letramento crítico e multimodalidades como novas possibilidades para o ensino de línguas no Brasil (COPE; KALANTZIS, 2005; MENEZES DE SOUZA, 2011; DUBOC, 2012; JORDÃO, 2013; ZACCHI, 2014). Participaram do estudo 11 alunos e 7 alunas, e os dados foram gerados em 25 aulas, no segundo semestre de 2014, por meio de questionários, gravação em áudio das interações de sala de aula, produções dos/as alunos/as, um diário escrito por mim e uma entrevista final. Trata-se de uma pesquisa qualitativa, que se configura como um estudo de caso de natureza autoetnográfica. Pude perceber, na análise, que a maioria dos/das alunos/as demonstrou um maior engajamento nas atividades de produção de significados visuais e multimodais, bem como nas produções coletivas. Já os momentos de desestabilização ocorreram de forma discreta, haja vista o poder dos discursos cristalizados sobre os temas abordados. Em relação à minha prática, acredito que consegui provocar momentos de desestabilização, mas, em várias ocasiões, perpetuei normas hegemônicas ou deixei de problematizar aspectos importantes, o que eu acredito ser parte desse trabalho crítico que estou aprendendo a construir. No que diz respeito às questões de oralidade e escrita, percebi que, mesmo recorrendo ao uso do português durante as discussões orais, é possível instigar alunos/as a pensar sobre temas sociais na língua inglesa. A utilização da língua inglesa aconteceu de maneira mais ampla durante as produções escritas individuais. Ao comparar as posturas do grupo no início e no final do estudo, pude perceber que a maioria dos/as participantes demonstrou satisfação ao lidar com temas críticos durante as aulas de inglês e compreendeu que “aprender” a língua alvo e “discutir” aspectos sociais podem ocorrer simultaneamente. De modo geral, a análise sugere que um trabalho crítico pode ser realizado no ensino básico com resultados promissores.

Submitted by Jaqueline Silva (jtas29@gmail.com) on 2016-12-07T16:26:35Z No. of bitstreams: 2 Tese - Suely Ana Ribeiro - 2013.pdf: 1638070 bytes, checksum: 84d42450b23f95d72eec2724e959501d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-12-07T16:26:51Z (GMT) No. of bitstreams: 2 Tese - Suely Ana Ribeiro - 2013.pdf: 1638070 bytes, checksum: 84d42450b23f95d72eec2724e959501d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-12-07T16:26:51Z (GMT). No. of bitstreams: 2 Tese - Suely Ana Ribeiro - 2013.pdf: 1638070 bytes, checksum: 84d42450b23f95d72eec2724e959501d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2013-09-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In this research, I investigate how the teaching of English language based on a critical and reflective perspective developed in a public school in Goiania has happened. This research also investigates the place of language development in foreign language teaching in this context and the perception of the school community about critical teaching. To achieve this goal, I adopt a qualitative perspective and I develop an ethnographic critical research, which seeks to unveil the social and historical conditions in which the comprehension and the appreciation of social practices are formed and sustained in order to transform them for the common good. The data were collected through field notes, interviews, questionnaires, written productions and reflective narratives and they were analyzed in light of studies of Critical Pedagogy, which understand teaching as an essentially political activity committed to the problematization of knowledge, with the construction of a critical dialogue and with social practices directed towards to common welfare. This research is also based on Critical Applied Linguistics studies, which advocates in favor of an anti-hegemonic teaching practice as well as in defense of a policy of diversity and plurality, being also attentive to the political nature of language practices. The results of this study reveals that the English teaching practiced by the teacher happens through the problematization of critical issues that can be addressed with prior teaching plan or at the moment that critical events occurs in the classroom. The results also show from the point of view of the school community - participant teacher, parents, students, pedagogical team, teachers team – that there are changes in students behavior and attitudes within the classroom and in the wider social context. In addition, the students also demonstrated an increase of awareness of their own actions and concepts. In summary, this study allowed us the perception that the problematization of issues related to social life within English class can be seen as ways of developing linguistic knowledge, but also it can surpass the school boundaries and it can contribute to the empowerment of those who stays at the border of society as well as can contribute to the constitution of their identities and to individuals emancipation. / Nesta pesquisa, investigo como o ensino de língua inglesa ancorado numa perspectiva crítica e reflexiva desenvolvido em uma escola pública municipal de Goiânia tem acontecido, bem como o lugar do desenvolvimento linguístico na língua estrangeira nesse contexto de ensino e, ainda, a percepção da comunidade escolar acerca do ensino crítico desenvolvido. Para realizar tal objetivo, adoto uma perspectiva qualitativa e desenvolvo uma pesquisa de cunho etnográfico crítico, que busca desvelar as condições sociais e históricas nas quais se formam e sustentam os modos de entendimento e valorização das práticas sociais a fim de modificá-las em prol do bem comum. Os dados, coletados por meio de notas de campo, entrevistas, questionários, produções textuais escritas e relatos reflexivos, foram analisados a luz dos estudos da Pedagogia Crítica, que concebe o ensino como atividade essencialmente política comprometida com a problematização do conhecimento; com a construção de um diálogo crítico e afirmativo; e com práticas sociais voltadas para o bem estar comum. Fundamentam, também, esta pesquisa, os estudos em Linguística Aplicada Crítica, a qual preconiza uma ação docente anti-hegemônica alinhada a uma política da diversidade e da pluralidade, além de estar atenta para o caráter político das práticas de linguagem. Os resultados deste estudo apontam que o ensino desenvolvido pela professora se dá por meio da problematização de temas críticos que podem ser abordados com preparação prévia ou de forma incidental, nos eventos críticos que ocorrem em sala de aula. Apontam, ainda, para a percepção de que, por meio do ensino do ensino crítico desenvolvido pela professora, os alunos apresentam desenvolvimento linguístico, tanto na compreensão oral, visto que a professora intercala o uso da língua portuguesa com o da língua inglesa em sala de aula, quanto na produção escrita. Os resultados apontam, também, por meio da percepção da comunidade escolar – professora participante, pais, alunos, equipe pedagógica, corpo docente – para mudanças de comportamentos e posturas dos alunos tanto no contexto de sala de aula quanto num contexto mais amplo de convívio dos alunos. Além disso, os alunos demonstram desenvolvimento de uma maior consciência sobre seus atos e seus conceitos. Em suma, este estudo nos permitiu a percepção de que a problematização de questões da vida em sociedade nas aulas de inglês pode configurar-se tanto como via de desenvolvimento do conhecimento linguístico como transpor o espaço escolar e tornar-se um aporte social capaz de contribuir para o fortalecimento daqueles que margeiam a sociedade bem como para a constituição das identidades e a emancipação dos sujeitos.

Submitted by Leonardo Lima (leonardoperlim@gmail.com) on 2017-01-30T15:29:06Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) SOUZA, Helena Beatriz Mascarenhas de.pdf: 1702484 bytes, checksum: 742fc25c4436e8aa2703090b1ae12ff9 (MD5) / Approved for entry into archive by Simone Maisonave (simonemaisonave@hotmail.com) on 2017-02-07T11:55:59Z (GMT) No. of bitstreams: 2 SOUZA, Helena Beatriz Mascarenhas de.pdf: 1702484 bytes, checksum: 742fc25c4436e8aa2703090b1ae12ff9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-02-23T22:17:59Z (GMT) No. of bitstreams: 2 SOUZA, Helena Beatriz Mascarenhas de.pdf: 1702484 bytes, checksum: 742fc25c4436e8aa2703090b1ae12ff9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-02-23T22:18:10Z (GMT). No. of bitstreams: 2 SOUZA, Helena Beatriz Mascarenhas de.pdf: 1702484 bytes, checksum: 742fc25c4436e8aa2703090b1ae12ff9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2013-09-10 / Sem bolsa / O estudo aqui apresentado investigou quatro professores de inglês atuando em quatro diferentes escolas públicas, de ensino fundamental e médio, vistos e indicados por seus pares como professores com práticas bem sucedidas no ensino do inglês. A pesquisa partiu do problema identificado como o fracasso do ensino de inglês na escola e decidiu buscar e investigar sua contraface, o sucesso. Tendo por foco os professores de inglê e suas práticas e apoiada em um referencial teórico em que despontaram Correia e Matos, Boaventura de Sousa Santos, Pérez Gómez, Andy Hargreaves, Pierre Bourdieu, Bernard Charlot, Gimeno Sacristán, António Nóvoa, Luiz Paulo da Moita Lopes, Lee Shulman e Contreras Domingo e Pérez de Lara, o estudo discutiu teoricamente a escola na contemporaneidade e o sujeito professor dentro dela, posicionando o professor de inglês ne sse contexto e nesse grupo profissional. O trabalho de campo consistiu de entrevistas semi-estruturadas com os quatro professores indicados e da observação intensiva de aulas desses professores. Ao final das observações foram aplicados questionários aos alunos dos professores pesquisados, como mais um elemento para a análise. As entrevistas com os sujeitos buscaram retratar as trajetórias dos professores desde suas experiências escolares com a língua inglesa, passando por sua formação, pelas primeiras experiências profissionais, até o momento atual. Centralmente o que se buscou foi conhecer cada sujeito na sua relação com a língua inglesa e com a docência, aí compreendidas sua visão da profissão, da escola, e do papel do ensino do inglês nesta. Na análise, os discursos dos professores pesquisados sobre si, os discursos dos professores que os indicaram, as opiniões dos alunos, o discurso das práticas e as percepções da pesquisadora tramaram-se e, do diálogo que se estabeleceu com esses discursos entre si e com a teoria, surgiram aportes e questionamentos. A tese reafirma que nas condições em que trabalham os professores de inglês na escola pública que se tem hoje, a ideia de sucesso e de práticas bem sucedidas só se mantém se for relativizada: sucesso é o sucesso possível nesse quadro. Ainda assim, as práticas acompanhadas servem como alento, pois, todas muito distintas entre si, mostram a possibilidade de que, de diferentes maneiras, sem molde nem receita, esses sujeitos conseguem realizar um trabalho bem sucedido com o ensino do inglês em suas respectivas escolas. / This study has investigated four English teachers in four different public schools – two of them elementary school teachers, the other two high school teachers. The four have been indicated by peers as having successful practices in their teaching. The problem that originated the research was what has been identified as the failure of English teaching in schools and the research was set to look for its counterface – success. Focusing on English teachers and their practices and with the theoretical support of authors among whom stand out Correia & Matos, Boaventura de Sousa Santos, Pérez Gómez, Andy Hargreaves, Pierre Bourdieu, Bernard Charlot, Gimeno Sacristán, António Nóvoa, Luiz Paulo da Moita Lopes, Lee Shulman and Contreras Domingo & Pérez de Lara, the study has discussed the school in contemporary times and the teacher within it, positioning the English teacher into this context and into this professional group. Field work has consisted of semi-structured interviews with the four teachers indicated, as well as of intensive observation of their classes. By the end of class observations, questionnaires have been applied to the students of the groups observed, as an additional element of analysis. The interviews with the subjects have sought to picture their trajectories, from their school experiences with the English language, as students, going on with their teacher education courses, their first work experiences as teachers, up to their present teaching situation and practice. What has been centrally pursued has been to know each subject in their relation with the English language and with teaching, including their view of the profession, of school, and of the role of English teaching in it. In the analysis the discourses of the teachers about themselves, the discourses of the teachers who indicated those, the opinions of the students, the discourse of the practices and the perceptions of the researcher have intertwined. From the dialogue established among these discourses and between the discourses and the theory, ideas and questions have arisen. The thesis reasserts that in the conditions faced by the teachers in today?s public schools, the idea of success and of successful practices is only possible if it is made relative: success is what is possible to be called success in this framework. Still, the practices that have been followed and studied inspire encouragement, because, being quite different from one another, they let us see that it was possible for the subjects, following no fixed mold or recipe, to succeed in the practice of English teaching in their respective workplaces.