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

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-20T23:36:53Z No. of bitstreams: 1 JoelDacioDeSouzaMaia_DISSERT.pdf: 2530989 bytes, checksum: ec568f08c9518cdc70c411274f21ffc8 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-24T23:39:43Z (GMT) No. of bitstreams: 1 JoelDacioDeSouzaMaia_DISSERT.pdf: 2530989 bytes, checksum: ec568f08c9518cdc70c411274f21ffc8 (MD5) / Made available in DSpace on 2017-03-24T23:39:43Z (GMT). No. of bitstreams: 1 JoelDacioDeSouzaMaia_DISSERT.pdf: 2530989 bytes, checksum: ec568f08c9518cdc70c411274f21ffc8 (MD5) Previous issue date: 2016-08-12 / Os modos de viver das pessoas mudaram consideravelmente nas ?ltimas d?cadas, em todo o mundo, sobretudo em pa?ses em desenvolvimento como o Brasil. Essas mudan?as trouxeram novas formas de adoecer, com destaque para as doen?as cr?nicas e as degenerativas. Uma das doen?as cr?nicas que mais acomete as sociedades contempor?neas, inclusive a brasileira, ? a hipertens?o arterial sist?mica, que tem alta preval?ncia e se configura como um grande risco para doen?as do sistema circulat?rio. A Estrat?gia de Sa?de da Fam?lia est? na primeira linha de enfrentamento dessa patologia e necessita de a??es que tenham sustentabilidade nessa empreitada. Por essa raz?o, consideramos importante desenvolver um estudo para detectar a percep??o de uma equipe da Estrat?gia de Sa?de da Fam?lia acerca da forma??o de grupos, do conceito e da import?ncia do autocuidado e da Educa??o Popular em Sa?de, para, a partir de ent?o, formar um grupo de autocuidado para usu?rios portadores de hipertens?o arterial ? luz da Educa??o Popular em Sa?de. Os instrumentos empregados para a coleta dos dados foram uma entrevista com os profissionais da Estrat?gia Sa?de da Fam?lia para conhecer sua percep??o a respeito do tema foco da pesquisa, e um di?rio de campo, para captar outras informa??es. A an?lise dos dados coletados foi feita com base na An?lise de Conte?do proposta por Bardin. No final do estudo, conclu?mos que os trabalhadores que comp?em a equipe estudada tinham uma percep??o limitada de educa??o em sa?de, que a entendem basicamente como forma de prevenir doen?as, como uma forma de educar e informar a popula??o e desconhecem o modelo proposto pela Educa??o Popular em Sa?de. As pr?ticas desenvolvidas pela equipe eram basicamente palestras proferidas na comunidade sem cronograma ou regularidade. Problemas como apenas parte da equipe desenvolvendo as a??es de educa??o em sa?de, falta de ades?o de alguns profissionais a essas pr?ticas e calend?rios de atendimento muito apertados e incompat?veis foram alguns dos entraves que constatamos na realidade pesquisada. Os trabalhadores da equipe t?m alguma experi?ncia com o trabalho com grupos de usu?rios e boas expectativas quanto aos resultados que um grupo de usu?rios portadores de hipertens?o arterial pode trazer, por?m a maioria n?o sabe o quanto ? importante o autocuidado para essas pessoas. Para discutir sobre esse tema com a equipe, ministramos oficinas, por meio das quais pudemos confirmar esses resultados e concluir que a equipe precisa se engajar nas atividades de educa??o em sa?de e ter uma agenda de trabalho para que esses momentos sejam respeitados, al?m de mais espa?os para discutir sobre esses e outros temas. Depois das oficinas de capacita??o, a equipe optou por organizar uma a??o experimental seguindo os moldes da Educa??o Popular em Sa?de pela equipe para os hipertensos da ?rea de abrang?ncia, a qual trouxe excelentes resultados e sustentabilidade no ?mbito local. Acreditamos que essa foi a semente plantada para fundar o grupo de hipertensos, com vistas ao autocuidado, guiado pela Educa??o Popular em Sa?de, e o in?cio da mudan?a das pr?ticas de educa??o desenvolvidas pela referida equipe. / Throughout the world the lifestyle of people have changed drastically in the last decades, especially in developing countries like Brazil. These changes brought new ways of getting ill, among these illnesses stand above chronic and degenerative diseases. One of the illnesses of most incidence in contemporary society is hypertension, including in Brazil, which is in high prevalence and is of a great risk to diseases in the circulatory system. Brazil's Family Health Strategy is prioritizing the cope of this pathology and it needs sustainable actions in this matter. Considering this, it turned out to have a great value to develop a study in order to find out the perception of a team of the Family Health Strategy regarding the formation of groups, concept and importance of self-care and Popular Health Education. Promoting from that the formation of a group of self-care to users carriers of hypertension under the light of the Popular Health Education. As data collection instrument an interview was performed in order to acknowledge the perception of such professionals regarding the subject approached. To collect other kinds of information we used a field journal. The data analysis was based on Bardin's content analysis. At the end of the study, we were able to observe that the workers of the chosen team have a limited perception of health education, understanding it as only a way of preventing diseases and as a way of educate and inform the population. They do not understand the model proposed by the Popular Health Education. The practices currently developed by the team are basically lectures performed in the community without schedule, not even following a regular basis. Problems such as only part of the team developing the actions of health education, some professionals not willing to be part of such practices and a very tight or incompatible schedule are some of the existing hinders found in the reality studied. The workers of the team studied presented some experience working with user groups. They have good expectations of which positive results a group of hypertensive patients may bring, however, most of them do not know the importance of self-care to those patients. It was necessary to develop workshops to the discussion of such subjects with this team. These workshops made possible the confirmation of the results of this research. It was possible to observe that the whole team needs a better involvement in health education activities, a proper schedule, and an ongoing education to the discussion of this and other important subjects. After these workshops, the team decided to organize an experimental action following the models of Popular Health Education to the hypertensive patients in their area, showing excellent results locally. We believe this was a seed to the formation of a group of hypertensive patients in order to develop self-care guided by the Popular Health Education, as well as the start of changes in the educational practices developed by the team studied.

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