Made available in DSpace on 2014-12-17T15:07:19Z (GMT). No. of bitstreams: 1 MariaKM_TESE.pdf: 3038556 bytes, checksum: 959c362d0d49e946b855e4fe4d1d94e9 (MD5) Previous issue date: 2014-02-04 / This research has as its theoretical and methodological assumptions (1) the Narrative Inquiry (CLANDININ; CONNELLY, 2011), (2) the Systemic Functional Grammar (HALLIDAY, 1985, 1994; THOMPSON, 2002; EGGINS, 1994; HALLIDAY; MATTHIESSEN, 2004) and (3) the English for Specific Purposes Approach (ESP - HUTCHINSON; WATERS, 1987; CELANI, 2005; RAMOS, 2005), and its overall objective is to survey the meanings construed by the participants who are ESP practitioners and have not received a specific education to teach this approach at their undergraduation. The field texts and therefore the analises were divided into two distinct groups: the first with data generated from a questionnaire applied to nine professors from a federal university in the northeast of Brazil, which contains open and closed questions about their training and their experiences in teaching ESP; the second group, focusing this time on the experiences of three professors from the first group who were still teaching ESP, with data generated from interviews with these participants in addition to the data generated from their autobiographies and from the researcher?s as well. The computational tool WordSmith Tools 6.0 (SCOTT, 2012) was used to select, organize, and quantify data to be analyzed in the first group of texts, identifying the types of Processes and Participants through the Transitivity System (HALLIDAY; MATTHIESSEN, 2004). The Processes which were more used by the professors in the questionnaire were the Material, followed by the Relational and then the Mental ones, indicating that most professors reported their actions related to the teaching of ESP, rated or evaluated the approach, their training to teach it and their experiences, hence, rarely showing their thoughts and emotions about teaching ESP. Most of the nine professors say they carry out needs analysis, but not all do it according to the authors cited by them or the ones that are considered a reference in this area, such as the ones used in this research as reference. Similarly, their definitions and conceptions of ESP, in most cases, differed from these authors. All the professors claim not having had specific education to teach ESP at the undergraduation. When examining the stories of the four teachers, in the second group of the field texts, based on meaning composition according to Ely, Vinz, Downing and Anzul (2001), it was revealed that the kind of knowledge they report using when they teach ESP is related to their Personal Practical Knowledge and their Professional Knowledge (ELBAZ, 1983; CLANDININ, 1988). In their autobiographies, metaphors were also identified and they represent their concepts of teaching and being a teacher. Through this research, we hope to contribute to the understanding of what teaching ESP might mean for professors in the researched context and also to the continuing education of ESP practitioners, as well as to a review of the curricula in the English language undergraduate courses and of the role of ESP in the training of these professionals / A presente pesquisa tem como pressupostos te?rico-metodol?gicos (1) a Pesquisa Narrativa (PN CLANDININ; CONNELLY, 2011), (2) a Gram?tica Sist?mico-Funcional (GSF HALLIDAY, 1985, 1994; THOMPSON, 2002; EGGINS, 1994; HALLIDAY; MATTHIESSEN, 2004) e (3) a abordagem de ensino de Ingl?s para Fins Espec?ficos (IFE HUTCHINSON; WATERS, 1987; CELANI, 2005; RAMOS, 2005), com o objetivo geral de fazer um levantamento dos sentidos constru?dos pelos professores participantes sobre o IFE, a forma??o espec?fica que receberam para ministr?-lo e a sua experi?ncia em ensin?-lo no n?vel superior. Os textos de campo e, por conseguinte, as an?lises, foram organizados em dois grupos distintos: o primeiro com dados gerados a partir de um question?rio aplicado a nove professores de uma institui??o p?blica no nordeste brasileiro, contendo perguntas abertas e fechadas a respeito de sua forma??o e de suas experi?ncias em ministrar a disciplina de Ingl?s Instrumental e o segundo grupo, a partir do enfoque nas experi?ncias de tr?s professoras do primeiro grupo que continuavam ensinando IFE, com dados gerados por entrevistas com essas participantes e por suas autobiografias, al?m dos dados gerados pela autobiografia da pr?pria pesquisadora, tamb?m participante da pesquisa. Foi usada a ferramenta computacional WordSmith Tools 6.0 (SCOTT, 2012) para selecionar, organizar e quantificar os dados a serem analisados no primeiro grupo de textos, identificando-se os tipos de Processos e os Participantes, pelo Sistema de Transitividade (HALLIDAY; MATTHIESSEN, 2004), sendo que os Processos mais usados pelos professores no question?rio foram os Materiais, seguidos dos Relacionais e em terceiro lugar os Mentais, indicando que a maioria relatou mais suas a??es com rela??o ao ensino de IFE, classificou ou definiu a abordagem, sua forma??o e suas experi?ncias do que demonstrou seus pensamentos e emo??es a respeito de ensinar IFE. A maioria dos nove professores afirma fazer a an?lise de necessidades, mas nem todos a fazem de acordo com o que estabelecem os autores por eles citados ou outros autores considerados refer?ncia nessa ?rea, tais como os que usamos nesta pesquisa. Do mesmo modo, suas defini??es e concep??es sobre IFE, na maioria das vezes, diferem das desses autores. Todos os professores participantes alegam n?o ter tido forma??o espec?fica para ensinar IFE na licenciatura. Ao analisar os relatos das quatro professoras do segundo grupo de textos de campo, com base na composi??o de sentidos segundo Ely, Vinz, Downing e Anzul (2001), percebeu-se que o tipo de conhecimento que estas referem usar para ministrar IFE est? relacionado ao Conhecimento Pr?tico Pessoal e ao Conhecimento Profissional (ELBAZ, 1983; CLANDININ, 1988). Em seus relatos, foram identificadas tamb?m imagens que representam suas concep??es a respeito de ensinar e ser professora. Esperamos, atrav?s desta pesquisa, contribuir tanto para a compreens?o do que pode significar ensinar IFE para os professores do contexto pesquisado, como para a forma??o continuada de professores de IFE, assim como para uma revis?o nos curr?culos de Letras e do papel do IFE na forma??o do professor de l?ngua inglesa