Made available in DSpace on 2014-12-17T15:06:55Z (GMT). No. of bitstreams: 1 MariaLA_DISSERT.pdf: 1373580 bytes, checksum: b6d1fadb02e71d1c4e9e654613860d81 (MD5) Previous issue date: 2012-02-06 / Research about teacher education, carried out in the area of Applied Linguistics (AL), reveals the importance of reflective practices in the professional development of teachers. With the aim of contributing to this area, we present this case study conducted at a technical school in Natal, RN. The corpus of the study is formed mainly from the teacher‟s discourse, generated during a stimulated recall session and the instruments used to collect the data: an initial questionnaire, a video recording of a class and the text transcript of the stimulated recall session. The central objective is to understand the way in which the reflection-on-action (SCH?N, 1983, 1987) can contribute to raise the awareness of an English as a Foreign Language teacher (EFL) about her actions in the classroom. With this proposal, we begin our discussion presenting the origins, the presuppositions and characteristics of the concept of reflection according to Sch?n (1983, 1987), and supported by other authors (PERRENOUD, 2002; G?MEZ, 1995; IMBERN?N, 2009, among others); of critical reflection (LISTON e ZEICHNER, 1993; PIMENTA, 2002; DUTRA e MELLO, 2004, among others); and of the process of critical reflection (SMYTH, 1992). To evidence the reflections that emerge in the teacher‟s discourse, we found support in the theories and methods of Systemic Functional Grammar (SFG), which was initially proposed by Halliday (1985, 1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004) and followers, such as, Eggins (1994), Thompson (1996), among others. We focus mainly on the subsystem of Attitude, an integral component of the system of discourse resources, Appraisal, presented by Martin (2000), Martin and Rose (2003, 2007), Martin and White (2005). The results reveal that the actions of the teacher in the classroom reflect not only her professional experiences, but also her values and concepts about teaching/learning languages. The results also show the teacher‟s awareness of the need for changes in her practices. Faced with these findings, we believe that this study reveals important concepts that can direct teacher educators to rethink new ways of approaching teacher training courses. In addition, it also reveals the importance of discourse analysis based on a systemic functional approach. / Pesquisas sobre forma??o de professores realizadas na ?rea de Lingu?stica Aplicada (LA) revelam a import?ncia da pr?tica reflexiva no desenvolvimento do profissional docente. Visando apresentar contribui??es nessa ?rea, esta pesquisa mostra um estudo de caso desenvolvido em uma escola t?cnica na cidade de Natal/RN. Seu corpus ? formado principalmente do discurso de uma professora, gerado durante uma sess?o de visionamento. Os instrumentos utilizados para a coleta dos dados foram um question?rio inicial, a grava??o de uma aula em v?deo e o texto transcrito da sess?o de visionamento. O objetivo central ? compreender o modo pelo qual a reflex?o-sobre-a-a??o (SCH?N, 1983, 1987) pode contribuir para a tomada de consci?ncia de uma professora de Ingl?s como L?ngua Estrangeira (ILE) sobre suas a??es em sala de aula. Com esse prop?sito, iniciamos nossa discuss?o apresentando as origens, os pressupostos e as caracter?sticas do conceito de reflex?o de acordo com Sch?n (1983, 1987), e complementado por outros autores (PERRENOUD, 2002; G?MEZ, 1995; IMBERN?N, 2009, dentre outros); de reflex?o cr?tica (LISTON e ZEICHNER, 1993; PIMENTA, 2002; DUTRA e MELLO, 2004, entre outros) e do processo de reflex?o cr?tica (SMYTH, 1992). Para evidenciar as reflex?es que emergem no discurso da professora, buscamos suporte te?rico-metodol?gico na Gram?tica Sist?mico-Funcional (GSF), proposta inicialmente por Halliday (1985, 1994), Halliday e Hasan (1989), Halliday e Mathiessen (2004) e seguidores, tais como Eggins (1994), Thompson (1996), entre outros. Focamos especificamente no subsistema de Atitude, parte integrante do sistema de Avaliatividade apresentado por Martin (2000), Martin e Rose (2003, 2007), Martin e White (2005). Os resultados revelaram que as a??es da professora em sala de aula refletem n?o apenas sua experi?ncia profissional, mas tamb?m seus valores e concep??es de ensino-aprendizagem de l?nguas. Eles tamb?m demonstram sua conscientiza??o para a necessidade de mudan?as de sua pr?tica pedag?gica. Diante desses achados, acredita-se que este estudo revela concep??es importantes que podem levar os formadores de professores a repensar novas formas de abordar os cursos de forma??o docente, al?m de revelar a import?ncia da an?lise do discurso sob a perspectiva sist?mico-funcional.