Na sociedade tecnológica, frequentemente somos impelidos à utilização das novas tecnologias, uma vez que estão cada vez mais presentes em nosso cotidiano. A Educação não se priva a essa interpelação e, nesse sentido, tem-se mobilizado. Na rede pública de ensino, a distribuição de notebooks aos professores, bem como tablets para os alunos, a criação de laboratórios de informática e disponibilização de recursos multimídia, como data-show, nas escolas são exemplos dessa interpelação do poder público ao uso das tecnologias na prática docente. Todavia, qual é a posição do professor nesse novo cenário? O presente trabalho objetiva analisar o discurso do professor de língua inglesa sobre docência na era digital. Sob o enfoque de uma pesquisa qualitativa, o trabalho pauta-se nos pressupostos teóricos da Análise do Discurso de linha francesa, fundada por Michel Pêcheux, e desenvolvida no Brasil por seus seguidores. Os procedimentos analíticos ocorreram a partir de recortes das gravações, na consideração de um discurso como efeito de sentidos, e, ainda, na concepção de um sujeito heterogêneo, assujeitado pela língua, história e ideologia, que produz seu discurso a partir de diferentes posições que ele ocupa. A presente pesquisa visa a compreender a posição-sujeito professor de língua inglesa na sociedade tecnológica como parte fundamental, intrínseca ao processo ensino-aprendizagem, e não apenas um veículo de transmissão de conhecimento. / In technological society, we are often driven to use new technologies, since they are increasingly present in our daily lives. Education does not deprive this notice and, accordingly, has been mobilized. In public schools, the distribution of laptops to teachers, as well as tablets for students, the creation of computer labs and availability of multimedia features, such as data-show, the schools are examples of this notice of the government the use of technologies in teaching practice. However, what is the position of the teacher in this new scenario? This paper aims to analyze the speech of English teacher about teaching in the digital age. Under the focus of qualitative research, the work is guided on theoretical assumptions of Discourse Analysis of French line, founded by Michel Pêcheux, and developed by his followers in Brazil. Analytical procedures occurred from parts of the recordings, in consideration of the effect of a speech senses, and also in the design of a heterogeneous subject, subjugated by language, history and ideology, which makes his speech from different positions it occupies. This research aims to understand the position-subject English teacher in technological society as an essential, intrinsic to the teaching-learning process, and not just a vehicle for the transmission of knowledge.

Orientador: Edson do Carmo Inforsato / Banca: Elenice Maria Cammarosano Onofre / Banca: Clarice Aparecida Alencar Garcia / Banca: Mauro Carlos Romanatto / Banca: Francisco José Carvalho Mazzeu / Resumo: Neste estudo o tema da formação continuada aparece associado à análise de necessidades, conforme a fundamentação teórica utilizada (Rodrigues e Esteves, 1993; Silva, 2000; Fusari, 1997 e Estrela, 2006). O objetivo desta pesquisa foi identificar as necessidades de formação continuada declaradas pelos gestores educacionais (diretores, vices, coordenadores pedagógicos e assistentes educacionais pedagógicos) e pelos professores de língua portuguesa e inglesa de dez escolas municipais da cidade de Araraquara e como ocorrem as iniciativas de formação continuada neste município. Os gestores foram ouvidos mediante questionário, relato de narrativas e entrevistas; o posicionamento dos professores de língua portuguesa e inglesa foi obtida através de um questionário e o posicionamento da Secretaria Municipal de Educação através de uma entrevista. A pesquisa ainda contou com um estudo da proposta pedagógica de cada unidade escolar. Conforme o relato destes gestores e professores foi possível perceber a distância entre as concepções dos idealizadores das formações representados pela Secretaria Municipal de Educação e o público alvo delas. Os resultados demonstram que as formações oferecidas não correspondem às necessidades vivenciadas por estes gestores e professores; suas concepções e dilemas não são levados em consideração ao se elaborar uma iniciativa de formação continuada / Abstract: In this study the issue of teacher training appears linked to the analysis of needs as the theoretical foundation used Rodrigues and Esteves, 1993; Silva, 2000; Fusari, 1997 and Estrela, 2006. The objective of this research was to understand the needs of continuous graduation reported by educational administrators (principals, vice principals, coordinators and educational assistants ) and by Portuguese and English teachers of public schools in the city of Araraquara and how they occur as continuous graduation in this city. The principals were heard through a questionnaire, report narratives and interviews; the opinions of Portuguese and English teachers were obtained through a questionnaire and the position of the Department of Education through an interview. The research had a pedagogical study of each school. According to the story of these principals and teachers and it was possible to notice the distance between the conceptions of the creators of the formations represented by the Municipal Education and their target public. The results demonstrate that the training offered did not correspond to the needs faced by these principals and teachers; their conceptions and dilemmas are not taken into consideration when preparing an initiative for teacher training / Doutor

Orientador: Matilde Virginia Ricardi Scaramucci / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-05T01:03:32Z (GMT). No. of bitstreams: 1 Martins_TeresaHelenaBuscato_M.pdf: 1250851 bytes, checksum: b4f44aaf0731a77b2220712e320de997 (MD5) Previous issue date: 2005 / Resumo: Este estudo tem por objetivo fornecer subsídios para a elaboração de um exame de proficiência para professores de inglês no contexto brasileiro. Após análise de documentos e estudos, constatamos que, em sua grande maioria, os cursos de Letras não vêm cumprindo, de maneira satisfatória, o seu papel de formadores de professores de língua estrangeira. Uma ação indireta, nesse contexto, a médio prazo, seria a implementação de um exame de proficiência para esses professores, dada a importância que exames têm como instrumentos re-direcionadores de ensino/aprendizagem, servindo, assim, como referência de proficiência em língua inglesa para alunos que estivessem concluindo o curso de Letras, professores de inglês já formados, profissionais de diversas áreas que utilizam o idioma como ferramenta de trabalho. Com base em um arcabouço teórico em avaliação, em uma análise de necessidades conduzida por Elder (1993) sobre a competência lingüístico-comunicativa de professores e análise de três exames de proficiência para professores oferecidos no mercado internacional, elencamos várias competências essenciais para o desenvolvimento profissional do professor, dando atenção especial à competência lingüístico-comunicativa, que fundamenta um exame de proficiência, sendo a mesma, um dos requisitos na definição do perfil do profissional de línguas que almejamos / Abstract: This study aims to provide valuable information as a contribution to the preparation of a proficiency exam for English teachers within the Brazilian context. After an analysis of documents and related studies, we verified that the majority of Letras courses are not playing their role in qualifying foreign language teachers. An indirect action, in the medium run, would be the implementation of a proficiency exam for those teachers, given the importance of such exams as tools for redirecting teaching/learning activities, serving as proficiency reference in foreign language for students completing a Letras course, for graduated English teachers, and for professionals in a number of areas using the language as work tools. Based on theoretical principles of language testing, washback effect, test development and a needs analysis developed by Elder (1993) on communicative language ability and three proficiency exams for teachers offered worldwide, we listed a number of essential competencies for the development of language teachers, giving special attention to the communicative language ability that is basic for a proficiency exam and one of the requirements for definition of the profile of a desirable language teacher / Mestrado / Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira / Mestre em Linguística Aplicada

Orientador: Maria José Rodrigues Faria Coracini / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-21T02:26:38Z (GMT). No. of bitstreams: 1 Salum_AnaClaudiaCunha_D.pdf: 1991191 bytes, checksum: 87db1a2cd9eccae3970cb634935f0fe0 (MD5) Previous issue date: 2012 / Resumo: Esta pesquisa tem como tema a relação entre as chamadas novas tecnologias e a constituição subjetiva de professores de inglês na contemporaneidade, de modo a entendermos a maneira como esses professores se constituem como sujeitos (pós-) modernos, por meio de relações mediadas pela e na máquina. A hipótese assumida é a de que as redes virtuais constituem instrumentos de controle, dispositivos de individuação, que remetem os professores participantes a assumirem determinadas posições sujeito no ambiente virtual e no discurso didático-pedagógico. Como pressuposto teórico, filiamo-nos a uma perspectiva discursivo-desconstrutivista, a qual postula a possibilidade de imbricamento de teorias do discurso, da psicanálise freudiana e da desconstrução derridiana e foucaultiana, tratando de conceitos como sujeito, identidade, discurso e modos de subjetivação. Tal perspectiva se associa, em linhas gerais, à ideia de um sujeito dotado de formas de subjetividade que são sempre múltiplas, heterogêneas, dispersas e fluidas, um processo sócio e historicamente determinado. A pesquisa se estabeleceu, metodologicamente, por meio da coleta de recortes discursivos que compunham os fóruns de discussão de comunidades de professores de inglês, de dois sites de relacionamento virtual, a saber, o Orkut e o British Council. A análise dos excertos levou em consideração o sujeito e o sentido em constante produção e deslocamento, e, portanto, os processos de construção de sentido foram considerados a partir das relações entre o linguístico, o social e o histórico. Notou-se uma tendência forte de os professores participantes dessas redes virtuais, ao estabelecerem parâmetros de condutas e determinados modos de ser, tentarem recuperar uma identidade imaginariamente estável e sólida, pautada no cartesianismo, que lhes possibilitaria posicionarem-se como professores de inglês numa era contemporânea, sob uma lógica determinante do espetáculo, impossibilitando, dessa forma, modos outros de (se) conhecer, de pensar e de (se) relacionar com o outro e consigo mesmo / Abstract: This research theme is the relationship between the so-called new technologies and the subjective constitution of contemporary- English teachers. We have the assumption that virtual networks work as strong control mechanisms that make teachers assume certain subject positions in the virtual environment and in the pedagogical-didactic discourse. In order to understand how English teachers constitute themselves as (post-)modern subjects through their relationship in and mediated by machines, we adopted a discourse-deconstructive perspective, which leads with the possibility of overlapping theories of discourse, Freudian psychoanalysis and Derrida and Foucault's deconstruction, dealing with concepts such as subject, identity, discourse and modes of subjectivity. This perspective is associated, in general, with the idea of a subject constituted by forms of subjectivity that are always multiple, heterogeneous, dispersed and fluid, a process which is always social and historically determined. The research was established, methodologically, by collecting fragments of discourse that formed the discussion forums in the English teachers communities, which belonged to two social networking sites, namely Orkut and the British Council. The analysis of these fragments took into consideration the subject and the meaning in constant production and displacement, and therefore the processes of meaning construction were considered from the relationship between language, society and history. We noticed a strong tendency of these teachers, by setting certain parameters of (pedagogical and professional) behavior and ways of being, to try to find a stable and solid imaginary identity that would enable them to place themselves as teachers of English in the contemporary era, under a logical of performance, preventing other forms of (self) knowing, thinking and relating to others and even to themselves / Doutorado / Doutor em Linguística Aplicada

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.

The purposes of this study were (1) to determine the perceptions of English teachers and language arts supervisors in the State of Texas with respect to the use of vernacular black English in relation to selected demographic variables, (2) to determine whether their perceptions differed significantly from one another, and (3) to determine whether those who do not work with vernacular black English (VBE) speakers differed significantly in their perceptions from those who work with black-dialect speakers. The factors of subjects' ethnicity, present position of respondents, district size of those surveyed, and degree held by respondents were analyzed in relation to differences in opinion, perceptions of criteria for teaching students who speak VBE, knowledge of VBE, and attitudes of respondents toward VBE. Responses from subjects to an instrument provided the data for testing.

M.A. (Applied Linguistics) / Please refer to full text to view abstract

Research to date on the native versus non-native English speaker teacher (NEST versus non-NEST) debate has primarily focused on teacher self-perception and performance. A neglected, but essential, viewpoint on this issue comes from English as a second language (ESL) students themselves. This study investigated preferences of adults, specifically immigrant and refugee learners, for NESTs or non-NESTs. A 34-item, 5-point Likert attitudinal survey was given to 102 students (52 immigrants, 50 refugees) enrolled in ESL programs in a large metropolitan area in Texas . After responding to the survey, 32 students volunteered for group interviews to further explain their preferences. Results indicated that adult ESL students have a general preference for NESTs over non-NESTs, but have stronger preferences for NESTs in teaching specific skill areas such as pronunciation and writing. There was not a significant difference between immigrants' and refugees' general preferences for NESTs over non-NESTs based on immigration status.

This qualitative naturalistic descriptive case study provides an understanding of the characteristics of a community of practice within a National Writing Project Invitational Summer Institute. This study utilized naturalistic, descriptive case study methodology to answer the research question: What characteristics of a community of practice are revealed by the perceptions and experiences of the fellows of a National Writing Project Invitational Summer Institute? Data were gathered in the form of interviews, focus group, observations, field notes, and participant reflective pieces. Peer debriefing, triangulation, thick rich description, as well as member checking served to establish credibility and trustworthiness in the study. Bracketing, a phenomenological process of reflecting on one's own experiences of the phenomenon under investigation was utilized as well. The findings of this study point to five analytic themes. These themes, ownership and autonomy, asset-based environment, relationships, socially constructed knowledge and practices, and experiential learning, intertwine to illuminate the three essential components which must be present for a community of practice to exist: joint enterprise, mutual engagement, and shared repertoire. Participants' portraits provide a description of their unique experiences as they moved fluidly between the periphery and core of the community of practice.

Social media is a large part of Swedish adolescents’ lives. As such, social media is also prevalent in Swedish upper secondary schools. Some international research has shown positive outcomes from the use of social media as a learning tool in the English as a Foreign Language (EFL) classroom, such as higher student motivation. However, there are no recent equivalent studies in Sweden. Teachers’ attitudes have also been researched, also in a Swedish context. The aim of this study is twofold: to explore EFL teachers’ attitudes, as well as their practices, regarding social media as a learning tool. A web-questionnaire was constructed and subsequently answered by 20 random EFL teachers in Swedish upper secondary schools. The findings show that participants have positive attitudes toward using social media platforms in their teaching. It was also found that participants do indeed use social media, as well as many other tools, in their teaching, and use it for many different purposes. The findings suggest there needs to be more research into how social media platforms could, should, and are being used in Swedish EFL classrooms.