Made available in DSpace on 2014-12-17T15:06:52Z (GMT). No. of bitstreams: 1 BeatrizAPC_DISSERT.pdf: 756384 bytes, checksum: 0b181d170da702fdbe170017c79009e2 (MD5) Previous issue date: 2011-02-04 / This work has risen from the researcher s pedagogical practice at a technical school in Natal, and it aims to observ how affectiveness is noticed by the students in their English classes, since we can have an idea of technicist teaching, which foccus on the acquisition of technical abilities. As cognition and affectiveness are considered indivisible elements in this research, we tried to identify the linguistic signs that express the students representations about affectiveness in their English classes. We used the Systemic Functional Linguistics approach to study the Ideational metafunction of Halliday (1994), by means of the transitivity system, to show how the clauses are used to illustrate these representations, and the interpersonal metafunction, that deals with the relationship between the teacher and the students. We tried to identify the most common processes (HALLIDAY, 1994) mentioned by the 68 students who participated in this work. We used learning narratives (BARCELOS, 2006) submitted to Wordsmith Tools computing program (SCOTT, 2009), whose results indicate the most frequent lexical items found in their narratives. The lexical choices seem to indicate that affectiveness is noticed as a composing element of the English classes in that school. There are representations of interacting classes, where the students needs are considered. These representations are built in the relationship of the students and the teacher, and they are grammatically realized by means of the polarity adjunct no , the intensity adjunct very , and the nominal group the teacher . The relational and mental processes (be) and (like) are the most used in their narratives, and we also observe that affectiveness and disponibility to help the students are considered the most important attitudes in their representations. The Appraisal system is used to analise the choices related to the attitudes and judgement of the students, that show appreciation for interacting classes, but there is still authorithary berhavior from the teacher in the English classes / Esta pesquisa surgiuda pr?tica pedag?gica da pesquisadora em uma escola t?cnica, na cidade de Natal/RN, e tem por objetivo verificar como a afetividade ? percebidapelos alunosnas aulas de ingl?s, pois,a princ?pio, pode-se tera ideia de um ensino tecnicista, cujo foco ? o processo de aquisi??o de habilidades, nos cursos t?cnicos. Como neste trabalhocogni??o e afetividade s?o considerados elementos indissoci?veis,procuramos identificar as marcas lingu?sticas que expressam as representa??esconstru?das pelos alunos sobre a afetividade nessas aulas. Utilizamos a metafun??o ideacional de Halliday (1994),realizada pelo sistema de transitividade para ilustrarcomo as ora??es s?o utilizadas para realizar as representa??es e ametafun??o interpessoal, que trata das rela??es entre professor e aluno.Procuramosidentificar os processos (HALLIDAY, 1994) mais utilizados pelos 68 alunosparticipantes da pesquisa, de modo a estabelecer o lugarda afetividadeem suas representa??es.Utilizamos narrativas de aprendizagem (BARCELOS, 2006), submetidas ao programa computacional WordsmithTools (SCOTT, 2009), cujos resultados apontam os itens lexicais mais frequentes. As escolhas lexicais parecem sugerir que a afetividade ? percebidacomo elemento integrante das aulas de ingl?s dessa escola. H? representa??es de aulas interativas,nas quais as necessidades dos alunos s?o consideradas. Essas representa??es s?o constru?das no relacionamento do professor com os alunos, realizadas gramaticalmente pelo adjunto de polaridadenegativa n?o , adjunto de intensidade muito , e do grupo nominal o(a)professor (a) junto a um operador verbal. Os processos relacionais (ser e estar) e mentais (gostar) foram os mais utilizados em seus textos, e observamos que a afetividade e a disponibilidade em ajudar s?o elementos de articula??o de primeira ordem para eles. O sistema de Avaliatividade (MARTIN; WHITE, 2005) foi utilizado para analisar as escolhas relacionadas ?s atitudes de julgamento e ao afeto feitas pelos alunos, que apontaram aprecia??o por aulas interativas e participativas,mas ainda h? posturas autorit?rias nas aulas

Made available in DSpace on 2014-12-17T15:06:55Z (GMT). No. of bitstreams: 1 BrunoFL_DISSERT.pdf: 1055764 bytes, checksum: c27b7a3100abe3e267adb3b7f0237f3b (MD5) Previous issue date: 2012-04-16 / This work aims to understand the teaching of English at the Federal Institute of considering the recommendations of official and technical documents for the integrated secondary school and the perspective of the English teachers settled in one of the campuses of the Institute. It is also an objective of this research to infer as to what extent the perspective of teachers is articulated to the documental recommendations. For this purpose, several official and technical documents (L?DKE; ANDR?, 1986), such as the PCNEMs (BRAZIL, 2000), the OCNEMs (BRAZIL, 2006) and the Political-Pedagogical Project of the Institute (IFRN, in press) were gathered, and a questionnaire was submitted to six teachers of English from one of the campuses of the institution. The theoretical references of the research include, among others, Bakhtin (1997; 1999), Widdowson (1991), Almeida Filho (2011; 2004), Celani (1988; 2009), Hutchinson and Waters (1987) and Dudley-Evans and St. John (1998). The results show that the teaching of English according to the documents predicts the instrumental use of the foreign language, but suggests the development of competences and skills as contextualized social practices, aimed at the education of the student as a professional-citizen. The perspective of teachers, in turn, points to a concern that the teaching of English serves as a tool for improving student life through the instrumental use of language as a means of accessing information and professional training. This finding reveals that the articulation between the documental recommendations and perspective of teachers does not go beyond what refers to the instrumental language teaching, since teachers do not show, when reporting their practices, the teaching of language as social practice, as mentioned in the legal texts / Este trabalho tem como objetivo compreender o ensino de Ingl?s em um Instituto Federal considerando as recomenda??es dos documentos oficiais e t?cnicos para o Ensino M?dio Integrado e a perspectiva dos professores da disciplina lotados em um dos campi da referida institui??o. Tamb?m constitui objetivo desta pesquisa depreender at? que ponto a perspectiva dos professores se articula com as recomenda??es documentais. Para isso, realizamos um levantamento de v?rios documentos oficiais e t?cnicos (L?DKE; ANDR?, 1986), tais como os PCNEMs (BRASIL, 2000), as OCNEMs (BRASIL, 2006) e o Projeto Pol?tico-Pedag?gico Institucional (IFRN, no prelo), e aplicamos um question?rio por via eletr?nica a seis professores de Ingl?s de um dos campi do Instituto. O referencial te?rico da pesquisa apoia-se, entre outros, em Bakhtin (1997; 1999), Widdowson (1991), Almeida Filho (2011; 2004), Celani (1988; 2009), Hutchinson e Waters (1987) e Dudley-Evans e St. John (1998). Os resultados mostram que o ensino de Ingl?s segundo os documentos prev? o uso instrumental da l?ngua estrangeira, mas preconiza o desenvolvimento de compet?ncias e habilidades como pr?ticas sociais contextualizadas, visando ? forma??o integral do aluno como um profissional-cidad?o. A perspectiva dos professores, por sua vez, aponta para uma preocupa??o que o ensino de Ingl?s sirva como ferramenta de melhoria de vida do aluno a partir do uso instrumental da l?ngua como forma de acesso a informa??es e qualifica??o profissional. Tal constata??o releva que a articula??o entre as recomenda??es documentais e a perspectiva dos professores n?o vai al?m do que se refere ao ensino instrumental de l?ngua, j? que os docentes n?o evidenciam, no relato de suas pr?ticas, o ensino de l?ngua como pr?tica social, conforme inscrito nos textos legais

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-09-04T20:36:37Z No. of bitstreams: 1 AilsonCostaDeOliveira_DISSERT.pdf: 4276591 bytes, checksum: 97e1bbcb6c06ade7cef9fb4942a02751 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-09-05T23:14:12Z (GMT) No. of bitstreams: 1 AilsonCostaDeOliveira_DISSERT.pdf: 4276591 bytes, checksum: 97e1bbcb6c06ade7cef9fb4942a02751 (MD5) / Made available in DSpace on 2017-09-05T23:14:13Z (GMT). No. of bitstreams: 1 AilsonCostaDeOliveira_DISSERT.pdf: 4276591 bytes, checksum: 97e1bbcb6c06ade7cef9fb4942a02751 (MD5) Previous issue date: 2017-04-26 / Esta pesquisa, de natureza qualiquantitativa, trata de uma a??o pedag?gica de estrat?gias de leitura na base de Ingl?s para Fins Espec?ficos (IFE) (HUTCHINSON; WATERS, 1991; ROBINSON, 1991; DUDLEY-EVANS; ST JOHN, 1998; RAMOS, 2005), no ensino e aprendizagem da l?ngua inglesa como l?ngua estrangeira (ILE) no contexto de Ensino B?sico T?cnico e Tecnol?gico, no Instituto Federal do Rio Grande do Norte, campus Jo?o C?mara. Objetiva-se identificar e quantificar marcas lingu?sticas utilizando instrumentos e categorias baseados no aparato te?rico da Lingu?stica Sist?mico Funcional (HALLIDAY 1985, 1994; HALLIDAY; MATHIESSEN, 2014), mais especificamente, fazendo-se uma An?lise do Discurso por meio das ferramentas sem?ntico-discursivas do Sistema de Avaliatividade, elaborado por Martin e Rose (2003; 2007) e Martin e White (2005). O corpus desta pesquisa ? composto de respostas extra?das de tr?s question?rios de avalia??o, aplicado via Google Docs, para 24 participantes, e uma An?lise Experimental, aplicado a 19 participantes do IFRN, campus Jo?o C?mara, que participaram de um Curso Forma??o Inicial e Continuada (Curso FIC), na ?rea de inform?tica, projetado nesta a??o pedag?gica. A An?lise do Discurso centra-se nas percep??es desses alunos em rela??o ? interven??o pedag?gica. Observamos como os alunos caracterizam, nas escolhas lexicogramaticais, suas percep??es do Curso FIC, atrav?s das categorias Aprecia??o e Julgamento, que s?o componentes do Subsistema de Atitude no Sistema de Avaliatividade, levando-se em considera??o os tipos rea??o, composi??o e valora??o e a subcategoria capacidade. Resultados indicaram que o discurso foi marcado, principalmente, pelas subcategorias rea??o qualidade e valora??o relev?ncia. Al?m disso, a An?lise Experimental indicou n?o haver ganho estatisticamente significativo na compreens?o escrita de textos na ?rea t?cnica mesmo havendo aumento do escore de 9 dos 19 participantes do pr?-teste para o p?s-teste. / This quali-quantitative research is based on a pedagogical action regarding reading strategies based on methods in English for Specific Purposes (ESP) (HUTCHINSON; WATERS, 1991; ROBINSON, 1991; DUDLEY-EVANS; ST JOHN, 1998; RAMOS, 2005), in the teaching and learning of English as a Foreign Language (EFL) within the context of Technical and Technological Basic Education (Ensino B?sico T?cnico e Tecnol?gico - EBTT), at the Federal Institute of Rio Grande do Norte, Jo?o C?mara campus. The objective is to identify and quantify linguistic items using instruments and categories based on theoretical frameworks from the Systemic Functional Linguistic perspective (HALLIDAY 1985, 1994; HALLIDAY; MATHIESSEN, 2014), more specifically, carrying out a Discourse Analysis through the Appraisal System elaborated by Martin and Rose (2003; 2007), and Martin and White (2005). The corpus of this research is comprised of responses to three evaluation questionnaires, applied via Google Docs, to 24 participants, and an Experimental Analysis applied to 19 participants who are students in the Basic Lifelong Training Course (Curso de Forma??o Inicial e Continuada - FIC) designed in this pedagogical action for the computing field. The Discourse Analysis focuses on the perceptions of these learners regarding the pedagogical intervention. We observed how students? characterize, through lexicogrammatical choices, their perceptions of the FIC Course, using the categories Appreciation and Judgement, which are components of the Subsystem, Attitude, in the Appraisal System, taking into account the types reaction, composition and valuation and the subcategory capacity. Results indicated that the speech was marked mainly by the subcategories reaction quality and valuation relevance. In addition, the Experimental Analysis did not present a statistically significant gain in the reading comprehension of texts in the technical area even though there was an increase in the score of 9 out of 19 participants from the pre-test to the post-test.

Made available in DSpace on 2014-12-17T15:06:51Z (GMT). No. of bitstreams: 1 BrunaQV_DISSERT.pdf: 1394554 bytes, checksum: c15377317ee4b3e72f13311f78cb95cb (MD5) Previous issue date: 2011-02-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Teaching and learning representations have been more and more investigated in the Brazilian applied linguistics field, as it allows the understanding of the teachers representations and how they conceive the learning process. This practice facilitates the planning of actions to improve the educational system. This study aims at identifying, interpreting and discussing some representations related to the identity and professional view of English as a foreign language teachers in different school contexts of Natal-RN. The theoretical and methodological foundation for this research is Halliday s Systemic- Functional Linguistics (1994; HALLIDAY; MATHIESSEN, 2004; EGGINS, 1994, among others). Our goal was to reveal the teachers representations embedded in their language, mainly through the ideational metafunction, as language is the tool we use to express ourselves about the external world (events, qualities, things, etc) and the internal world (thoughts, beliefs, feelings, etc). The research corpus is made of 21 teacher narratives, generated from a questionnaire sent to the teachers, who were divided in two groups: Group 1 (public schools teachers) and Group 2 (private schools and English course teachers). Most of the participants seemed to be satisfied with their professional choice. Many of them see the job as a challenge and an opportunity to transmit knowledge. All of them affirmed that the English teacher is a professional, for different reasons; however, the low professional appreciation was a recurrent aspect among the studied narratives. When asked about where they work, the private school teachers seemed to be more satisfied with the teaching-learning process than the ones from the public schools. We believe that the data analyzed in this study is important to show how some English teachers from Natal-RN see their profession. The results might be used in continuing education courses as food-for-thought in group discussions, as it is extremely important to emphasize and stimulate this practice / O estudo das representa??es sobre o ensino e a aprendizagem de l?nguas ? um campo de investiga??o crescente na lingu?stica aplicada brasileira pois nos permite compreender as representa??es dos professores e como estes concebem o ensino. Com isso, ? poss?vel tra?ar planos e medidas para mudar a realidade da educa??o para melhor. Este trabalho visa identificar, interpretar e discutir algumas representa??es de professores de ingl?s como l?ngua estrangeira em variados contextos escolares de Natal-RN, a respeito de: si mesmos, sua profiss?o e o ensino no contexto onde atuam. A base te?rico-metodol?gica ? a Lingu?stica Sist?mico- Funcional de Halliday (1994; HALLIDAY & MATHIESSEN, 2004; EGGINS, 1994, entre outros). Buscamos levantar as representa??es constru?das pela linguagem, principalmente por meio da metafun??o ideacional, pois ? a partir do uso da linguagem que nos expressamos sobre o mundo externo (eventos, qualidades, coisas, etc.) e o mundo interno (pensamentos, cren?as, sentimentos, etc.). O corpus desta pesquisa ? formado por 21 narrativas docentes, geradas a partir de um question?rio aplicado aos professores participantes, que foram divididos em dois grupos: Grupo 1 (professores de escolas p?blicas) e Grupo 2 (professores de escolas particulares e cursos de l?nguas). A maioria dos professores pareceu estar satisfeita com a escolha da profiss?o. Muitos veem o of?cio como um desafio e uma possibilidade de transmitir conhecimento. Todos afirmaram que o professor de ingl?s ? um profissional; no entanto, a pouca valoriza??o profissional foi um tema recorrente. Em rela??o ao ensino na escola onde lecionam, os professores dos contextos particulares pareceram mais satisfeitos que os professores de escolas p?blicas. Diante das respostas desta pesquisa, acreditamos que este estudo teve relev?ncia para apontar o que pensam alguns professores de l?ngua inglesa de Natal-RN. Os resultados indicados aqui poder?o vir a ser utilizados como argumentos para discuss?o em grupo em cursos de forma??o continuada de professores de l?ngua inglesa, com o objetivo de enfatizar a constante necessidade deste tipo de forma??o profissional