Αυτή η εργασία με θέμα «Οι αντιλήψεις των δασκάλων ως προς την ετοιμότητα τους να αναγνωρίζουν και να αντιμετωπίζουν ζητήματα ψυχικής υγείας των μαθητών» πραγματοποιήθηκε για να μελετήσει, να αναλύσει και να καταγράψει πόσο έτοιμοι, προετοιμασμένοι νιώθουν οι δάσκαλοι που εργάζονται στα σχολεία να αναγνωρίζουν και να αντιμετωπίζουν τις ανησυχίες ψυχικής υγείας που εκδηλώνουν οι μαθητές. Με δεδομένο το γεγονός ότι στο σύγχρονο σχολικό περιβάλλον παρουσιάζονται συνεχώς ποικίλα προβλήματα ψυχικής υγείας από τους μαθητές, έχει ως αποτέλεσμα να αυξάνονται οι αρμοδιότητες και ευθύνες των δασκάλων και να δημιουργείται εντονότερη η ανάγκη για μια πιο συστηματική παροχή βοήθειας στους μαθητές τους αλλά κυρίως προβάλλει επιτακτικότερη η ανάγκη ενίσχυσης της ετοιμότητας, γνώσης/προετοιμασίας των δασκάλων για την έγκαιρη αναγνώριση και την κατάλληλη αντιμετώπιση των δυσκολιών ψυχικής υγείας των παιδιών. Η έρευνα διεξήχθη το σχολικό έτος 2013-2014 με συγκέντρωση ερωτηματολογίων σε δείγμα 193 δασκάλων μονίμων και αναπληρωτών. Από την στατιστική ανάλυση και επεξεργασία των δεδομένων προκύπτουν στοιχεία που αποδεικνύουν διαφορετικά επίπεδα ετοιμότητας, αυτοπεποίθησης των δάσκαλων για τα ποικίλα ζητήματα ψυχικής υγείας και της προετοιμασία τους μέσω της εκπαίδευση τους σχετικά με αυτά. Επίσης από τα αποτελέσματα παρατηρούμε συμφωνία και διαφωνία μεταξύ των απόψεων των συμμετεχόντων για την ετοιμότητα, προετοιμασία και εκπαίδευση τους για τον εντοπισμό και την αποτελεσματική διαχείριση/επίλυση των διαφορετικών προβλημάτων ψυχικής υγείας των μαθητών. Ακόμη δίνονται στοιχεία για το ποιοι παράγοντες (π.χ. φύλο, έτη υπηρεσίας κ.τ.λ.) επηρεάζουν ή όχι, διαφοροποιούν ή όχι τις αντιλήψεις των δασκάλων μεταξύ τους για το υπό μελέτη θέμα μας. Τα αποτελέσματα της παρούσας έρευνας μπορούν να αξιοποιηθούν από τους αρμόδιους φορείς, ώστε να βελτιωθεί η εκπαίδευση των δασκάλων και να τους εφοδιάζει με την κατάλληλη προετοιμασία, ώστε να ανταπεξέλθουν ικανοποιητικά στις σύγχρονες απαιτήσεις του ρόλου τους ως εκπαιδευτικών και στον τομέα ανάπτυξης/στήριξης της ψυχικής ευεξίας των παιδιών. / This study on "Perceptions of teachers regarding their readiness to recognize and treat mental health issues of students” conducted to study, analyze and record how ready they feel prepared teachers who work in schools to recognize and deal with mental health concerns that students exhibit. Given the fact that the modern school environment is constantly varied mental health of students, the effect of that has led to increased powers and responsibilities of teachers and creating a stronger need for a more systematic assistance to students but rather raises the urgent a need enhancing preparedness, knowledge / preparation of teachers for early recognition and appropriate treatment of mental health problems of children The survey was conducted during the school year 2013-2014 with questionnaires concentration in sample 193 permanent teachers and substitutes. From the statistical analysis and processing of data obtained evidence of different levels of readiness, confidence of teachers for a variety of mental health issues and prepare them by educating them about these. Also from the results observed agreement and disagreement between the participants' perceptions of readiness, preparation and training them to identify and effectively manage / resolve differences of mental health of students. Even given of what factors (e.g., gender, years of service, etc.) affect or not, differentiate or not the perceptions of teachers together to study our subject. The results of this research can be used by the responsible bodies in order to improve the training of teachers and to equip them with the proper preparation to cope well in the modern demands of their role as teachers and in development / support mental wellness of children.

Made available in DSpace on 2015-04-17T15:02:29Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2022120 bytes, checksum: 3f69395bde248b0bb667f32f434d1d5b (MD5) Previous issue date: 2010-09-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / For better understanding of the object of this research, there was a need to conduct a bibliographic study on the religious phenomenon, because this is the object of Religious Education study. However, this curricular component was only seen through religion, which spent too much time converting natives and slaves, then it was taken to the schools strengthened by the Carta Magna, 1824, which established in one of its principles the Religious Instruction in catholic confessional doctrine. With the separation of church and state, during the Republic (1889) it was incited the rise of secular education in public schools. Brazil was declared secular state without any religious position in the schools while also promulgating religious freedom for all people. Under the French conception, whose freedom of religion was influenced by Gnosticism, there was a certain gap between religion and State. In each constitution implemented, the changes were continuous in relation to this curricular component during these years. Another point highlighted was the analytical study of the history of Religious Education, with the main events and how it is inserted into the field of relations between society, religion and education, involving its trajectory until present day. The importance of investigative study based on the classics of sociology, that gave theoretical and methodological contribution to this work, was of great significance, which facilitated the field research, but the major focus of this study aimed to investigate how this curricular component is understood by educators and students in schools of the Municipal Schools of Joao Pessoa, from studies involving Social Representation of Moscovici, among other theorists. In the analysis of the data collected according to the viewpoint of the sample, although there is some understanding about this part of the curriculum in public schools, we still have a lot to develop, as detected in some speeches, their positions on the problems and challenges, especially the systematic of College degree, the providence of MEC on the textbook for schools, and students and teachers' demands. There are differences between the speeches of some educators and students about the religious education to be optional. The teachers‟ opinion is that it makes some students do not feel interest in lessons, but we noticed in the speeches of the latter, that this is also a result of methodological issues. With the enactment of Law 9475/97, has become an area of knowledge, and according to their guidelines, their objectives propose to contribute significantly to the construction of the human being, citizenship and sensitivity to the their rights. For these teachers, this curriculum component should not be of optional registration. / Para maior compreensão do objeto de estudo desta pesquisa, houve a necessidade de se realizar um estudo bibliográfico sobre o fenômeno religioso, por ser este o objeto de estudo do Ensino Religioso. Entretanto, este componente curricular só era visto através de uma religião, que passou muito tempo catequizando índios e escravos, depois foi levado para as escolas fortalecido pela Constituição de 1824, que estabelecia em um dos seus princípios a Instrução Religiosa da doutrina confessional católica. Com a separação Igreja e Estado, durante a República (1889) incitou-se o surgimento do ensino leigo nas escolas públicas. O Brasil foi declarado Estado laico sem posição religiosa alguma nas escolas e ao mesmo tempo promulgava-se também a liberdade religiosa para todas as pessoas. De acordo com a concepção francesa, cuja liberdade religiosa era influenciada pelo agnosticismo, houve certo distanciamento entre as relações das religiões com o Estado. Em cada Constituição implementada, as mudanças eram contínuas em relação a este componente curricular ao longo desses anos. Outro ponto em destaque foi o estudo analítico sobre a história do Ensino Religioso, com os principais fatos ocorridos e como está inserido no campo das relações entre sociedade, religião e educação, envolvendo a sua trajetória até os dias atuais. A importância do estudo investigativo fundamentado nos clássicos da Sociologia que deram o aporte teórico-metodológico neste trabalho foi de grande relevância, o que facilitou a pesquisa de campo, porém o foco maior deste estudo teve como objetivo principal investigar como esse componente curricular é visto por educadores e educandos, nas escolas da Rede Municipal de Ensino de João Pessoa, a partir de estudos envolvendo a Representação Social de Moscovici, entre outros teóricos. Na análise dos dados coletados de acordo com o ponto de vista dos pesquisandos, embora exista certa compreensão a respeito desse componente curricular nas escolas públicas, ainda temos muito chão para percorrer, pois detectamos em algumas falas seus posicionamentos a respeito dos problemas e desafios, principalmente a sistematização do Curso Superior; a providência do MEC sobre o livro didático para as escolas, reivindicações dos estudantes e professores. Há divergências entre as falas de alguns educadores e educandos a respeito do Ensino Religioso por ser facultativo. Na visão dos docentes isso colabora para que alguns educandos não sintam interesse pelas aulas, porém percebemos nas falas destes últimos que isso também implica em decorrência das questões metodológicas. Com o advento da Lei 9475/97, tornou-se área de conhecimento e, segundo suas diretrizes, seus objetivos propõem contribuir significativamente para a construção do ser humano, da cidadania e da sensibilidade aos direitos de cada um. Para estes educadores, este componente curricular não deve ser de matrícula facultativa.

Submitted by Paulo Roberto Mermejo (prmermejo@gmail.com) on 2018-04-23T18:03:19Z No. of bitstreams: 1 Versão final - dissertação_Paulo_R_Mermejo.pdf: 2922026 bytes, checksum: f683f0208931d8cb5f61463460d0c399 (MD5) / Approved for entry into archive by Jacqueline de Almeida null (jacquie@franca.unesp.br) on 2018-04-23T18:56:48Z (GMT) No. of bitstreams: 1 Mermejo_PR_me_fran.pdf: 2922026 bytes, checksum: f683f0208931d8cb5f61463460d0c399 (MD5) / Made available in DSpace on 2018-04-23T18:56:48Z (GMT). No. of bitstreams: 1 Mermejo_PR_me_fran.pdf: 2922026 bytes, checksum: f683f0208931d8cb5f61463460d0c399 (MD5) Previous issue date: 2018-03-09 / A análise de políticas públicas tem recebido, nos últimos anos, substancial atenção de pesquisadores e de formuladores de políticas em todo o mundo. No Brasil, o principal foco tem sido os processos de avaliação, com pouco investimento em outros aspectos do ciclo de políticas, tais como as formulações de agendas, o planejamento e a implementação. No campo educacional, este procedimento não se dá de forma diferente. Objetivando contribuir com este campo de conhecimento, a presente dissertação buscou analisar as representações de professores e alunos sobre a relação ensino-aprendizagem como elemento de cultura de escola, no contexto das políticas públicas em educação do governo do Estado de São Paulo, entre os anos de 2009 a 2015. O percurso se deu diante da opção de realizar a Análise de Política no campo educacional (Policy Analysis), tendo como instrumental a análise do ciclo de política (Policy cycle), na perspectiva “de baixo para cima” que tem no professor o último segmento de atores sociais responsáveis pela implementação das políticas públicas neste campo, e nos alunos para quem tais políticas são direcionadas. Trata-se de uma pesquisa qualitativa dividida em três momentos. Em um primeiro momento, buscou-se a aproximação conceitual dos dois campos, ou seja, a análise de política e o de cultura da escola, um segundo momento foi dedicado à apresentação das políticas públicas no campo educacional do Estado de São Paulo, por fim, a análise das entrevistas com foco na percepção de professores e alunos, referentes à relação de ensino-aprendizagem. Como metodologia fez-se uso da técnica de entrevista semiestruturada com professores e alunos, em duas unidades educacionais da rede pública do Estado de São Paulo, e posterior análise de conteúdo, a partir de categorias de análise como prescreve Bardin. Os resultados demonstram duas culturas de escola distintas com baixa ou nenhuma adesão às determinações prescritas nas políticas públicas em questão, apontando para a necessidade de outro modelo de reflexão, planejamento e implantação de políticas públicas educacionais. Nesta direção, o produto deste trabalho se materializa como proposta de intervenção para a gestão da cultura de escola, tendo como referência o modelo de administração societal, e em uma perspectiva de políticas públicas de baixo para cima que valorize os saberes e as práticas dos principais agentes de implementação – os professores e a quem se destinam as políticas – os alunos. / For some years now, public policies analysis has gotten substantial attention from researchers and policy makers all over the world. In Brazil, the main focus has been the evaluation processes, with little investment in other aspects of policies cycle, such as formulation of agendas, planning and implementation. In the educational field, this procedure does not happen differently. Aiming to contribute to this field of knowledge, this dissertation aims to demonstrate the analysis of teachers’ and students’ representation on the relationship between teaching and learning as a school culture element in the context of public policies in São Paulo State educational system between 2009 and 2015. The course in this study follows the Policy Analysis in the educational field and it has as an instrument the policy cycle analysis (Policy cycle), on the “bottom-up” perspective, where the teacher is the last segment of social actors responsible for implementing the public policies in this field, and the students are the ones to whom such policies are directed. This qualitative research is divided into three stages. At first we aimed at the conceptual approximation between the two fields, in other words, the policy analysis and the school culture. Secondly, we presented the public policies in the São Paulo State educational system and at last the content analysis with focus on the perception of teachers and students with regard to the relationship between teaching and learning. The methodology used was semistructured interviews with teachers and students from two educational centers in São Paulo State and content analysis based on the analysis categories prescribed by Bardin. The results demonstrate two different school cultures with either low or no adherence to the prescribed determinations in the public policies under discussion, pointing to the need of another model of reflection, planning and implementation of public educational policies. The product of this study serves as an intervention proposal for school culture management, taking into consideration the societal management model and on the perspective of “bottom-up” public policies which value the knowledge and practices of the main implementation agents – the teachers and to whom the policies are directed - the students.

Thesis (Master of Education (Education)--Cape Peninsula University of Technology, 2008 / This research aims to establish the relationship between language acquisition for isiXhosa as an additional language and the use of e-learning as well as the effect that such an approach will have on the students of the target group. The researcher selected a group of students from those whom she taught, and used e-learning by means of the Blackboard platform in the teaching process. A B-Ed 3 group was identified as target group out of which six candidates were randomly selected as case studies in order to monitor the process of implementation and usage. In an attempt to obtain underlying and rich information, they each maintained a journal about the e-learning usage, completed two questionnaires and attended a focus group discussion. These sources of information supplied data which reflected the students’ true feelings about e-learning. The lecturer, who had no previous experience of e-learning, attended e-learning courses and also from her perspective, noted the process of implementation in a journal. E-learning tasks were used as support to subject content which were used in the classroom. The students were therefore expected to attend all classes and complete the e-learning tasks outside of class time. The research determined that e-learning has the potential to be applied successfully to additional language teaching. Both the lecturer and the students experienced the process positively.

Made available in DSpace on 2014-12-17T15:07:17Z (GMT). No. of bitstreams: 1 CriginaCP_TESE.pdf: 1529850 bytes, checksum: ddbcd61c309e09d4263ab73fc2499fee (MD5) Previous issue date: 2012-12-17 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / A current worry in the teaching process at the university these days is text production process and genres produced there, especially those kind of writing that is concerned to course conclusion such as monograph, dissertation and thesis. From this perspective and considering our aims at understanding discursive process involved in the production of monograph genre at the university we want to analyze teachers and students discourses about the productive process of monograph in Letras Course, considering the guide, writing and specific aspects of that genre. To get the aims, we took as background theory the studies by Bakhtin linked to Utterance Linguistics with foundation concepts in Discourse Text Analysis by Adam (2010), and finally the studies developed about text production at college. This way, this work is based on a qualitative research and in data ethnographic procedures, they are: the observation in locus, as well as the application of questionnaires with opened questions to ten students and six teachers from Letras Course. The discourse analysis from the subjects reveal us that: i) the monograph production and the guidance are form of act by language, that need take into account in its development: students free chose as a principle in writing monograph, as well as a wide involvement between the teacher and the student in a sense to turn the writing better, among other aspects; (ii) there is a need to articulate monograph project and the text produced, considering that the guide process comes from a project written before; (iii) there are a number of role to discourses by teachers and students to the function of student and guide teacher, in a way that both can see the same assumptions in teachers and students discourses; (iv) teacher s and students discourses show that they assume the utterance responsibilities by the content of utterances proposed, they also show the voice from methodology guidebooks to monograph texts. So, we conclude that this research has some contributions to teach writing production at the university, especially to monograph in the ending of the courses. It can also be helpful in developing research in this area, mainly at the question about guide final works at college / Uma das preocupa??es mais recorrentes de professores no Ensino Superior atual ? a produ??o dos g?neros elaborados nesse ?mbito, especialmente os que se configuram como trabalho de conclus?o de curso, como monografia, disserta??o e tese. Partindo dessa perspectiva, e com vista a compreender os processos discursivos envolvidos na produ??o do g?nero monografia no ?mbito universit?rio, objetivamos, na presente tese, analisar discursos de professores e de alunos sobre o processo de produ??o da monografia no Curso de Letras, considerando a orienta??o, a escritura e as especificidades deste g?nero. Para alcan?armos esse objetivo, tomamos por fundamenta??o te?rica os estudos bakhtinianos em interface com a Lingu?stica da Enuncia??o, com os fundamentos da An?lise Textual dos Discursos de Adam (2010) e, por fim, com os estudos sobre a produ??o textual no ensino superior. A pesquisa pauta-se em uma abordagem qualitativa, com base em procedimentos etnogr?ficos de gera??o de dados, a saber: a realiza??o de observa??es in loco, assim como a aplica??o de question?rios com perguntas abertas para 10 (dez) alunos e 06 (seis) professores do Curso de Letras. A an?lise dos discursos dos sujeitos selecionados revela que: (i) a produ??o e a orienta??o da monografia s?o formas de a??o pela linguagem que precisam ter em conta, quando de sua execu??o, a liberdade de escolha do aluno como princ?pio da produ??o da monografia, bem como o maior envolvimento de orientador-orientando com vista a melhorar a qualidade da produ??o, dentre outros; (ii) h? a necessidade de uma articula??o entre o projeto de pesquisa e a monografia, considerando-se o trabalho de orienta??o, que deve partir no nascimento do projeto de pesquisa; (iii) s?o muitos os papeis atribu?dos em discursos de professores e alunos para as fun??es de orientador e de orientando, de maneira que ambos veem atribui??es comuns tanto nos discursos de alunos quanto nos discursos dos professores; (iv) os discursos de professores e alunos indicam ainda assumirem, em alguns casos, a responsabilidade enunciativa pelo conte?do das proposi??esenunciados, bem como mostram que as vozes dos manuais de metodologia e das normas institucionais est?o intrinsecamente subjacentes ao processo de produ??o da monografia. Portanto, conclu?mos que essa investiga??o tem muito a contribuir com o ensino de produ??o textual na universidade, especialmente da monografia de final de curso, bem como para o desenvolvimento de pesquisa nesse ?mbito, principalmente como foco na quest?o da orienta??o de trabalho no ensino superior

The aim of this project was to change the way cutting techniques are being taught. I wished to try a method which I believed to enhance my students´ participation and understanding of their education. My purpose was to reduce the gap between theory and practice. After conducting a learning style test I found that most of them considered the best way for them to learn was by combining practice with dialogue and reflection of the tasks being done. That is why we tried to start working with the practical elements rather than traditionally starting with the theoretical aspects, while carefully intertwining terms and language of the trade into the education. Once the theoretical part of the education commenced it was clear that the students had already gained a level of knowledge that made it easier for them to understand the theories as well as to experience greater participation of their education. During this time, the students have used blogs in order to document their work in words and images. The purpose of this was to give them the opportunity to for themselves see and realize their own progress. The way we worked resulted in enhanced interaction between me and the students´. The project further showed greater commitment and understanding, and I experience an easier realization of their own development amongst the students. / Syftet med detta utvecklingsarbete var att försöka förändra sättet vi organiserar verksamheten närelever ska lära sig klippteknik. Jag ville pröva en metod som jag trodde skulle öka elevernas delaktighet och förståelse i undervisningen. Mitt mål var att försöka överbygga klyftan mellan teorioch praktik. Efter att ett lärstilstest genomförts med eleverna fann jag att de flesta ansåg sig lära bäst genom att vi kombinerar görandet med att samtala och reflektera om det man gör. Därför prövade vi att vända undervisningen och började arbeta med de praktiska momenten istället för traditionsenligt med teori. Under tiden flätade vi in termer och fackspråk. När vi sedan startade med teorin var det tydligt att de hade tillskansat sig förkunskaper för att lättare förstå teorin känna större delaktighet. Under arbetets gång har elever använt sig av bloggar för att med text och bilddokumentera sina arbeten och syftet med detta har varit att de själva ska se sin kunskapsutveckling. Som ett resultat av sättet vi arbetat på kan jag se att interaktionen mellan lärare och elever ökat. Resultatet av arbetet visar på större engagemang, förståelse och jag upplever att eleverna lättare ser sin egen kunskapsutveckling.

Orientador: Aurea Maria Guimarães / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-05T15:13:18Z (GMT). No. of bitstreams: 1 Sciamana_CassiaElisaBetetto_M.pdf: 15245149 bytes, checksum: 68a74b71814fd7c92c6f66e2e8408946 (MD5) Previous issue date: 2005 / Mestrado / Ensino, Avaliação e Formação de Professores / Mestre em Educação

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-06-12T14:33:19Z No. of bitstreams: 1 2016 - Luiz Antonio Nolasco Velasco.pdf: 8051687 bytes, checksum: ba8dbe4df4b5f807b285d614aefa0d59 (MD5) / Made available in DSpace on 2017-06-12T14:33:19Z (GMT). No. of bitstreams: 1 2016 - Luiz Antonio Nolasco Velasco.pdf: 8051687 bytes, checksum: ba8dbe4df4b5f807b285d614aefa0d59 (MD5) Previous issue date: 2016-02-23 / This research was carried out during 2014 and 2015 at school of a unit of the Public Network State Education of Rio de Janeiro where the author teaches more than two decades. Research that is born from the desire to produce dialogues possibilities with students and community and so understand how to give the relationship between the various subjects that make up the universe of this unit. For this research achieve this goal collecting stories that tell of how such unity came. These history can observe the level of community participation in the idealization, construction and maintenance of this. In addition to the history of the school of education, students and stories of some invisible phenomena, at least for some groups of this space are counted leading to reflection on the relationships that occur in such space. The survey also shows graphics produced by students during the development of the work and once again these graphics (drawings) serve in the guideposts to reflect the relationships within the school / Esta pesquisa foi desenvolvida durante 2014 e 2015 no espa?o escolar de uma unidade da Rede P?blica de Educa??o do Estado do Rio de Janeiro no qual o autor leciona h? mais de duas d?cadas. Pesquisa que nasce do desejo de produzir possibilidades de di?logos com alunos e comunidade e, assim, perceber como se d?o as rela??es entre os diversos sujeitos que comp?em o universo dessa unidade. Para atingir tal objetivo, esta pesquisa coleta hist?rias que d?o conta de como surgiu a tal unidade. Nessas hist?rias pode-se observar o grau de participa??o da comunidade na idealiza??o, constru??o e manuten??o da mesma. Al?m das hist?rias da forma??o da escola, outras hist?rias de alunos e de alguns fen?menos invis?veis, ao menos para alguns grupos desse espa?o, s?o contados levando a reflex?o sobre as rela??es que se d?o nesses espa?os. A pesquisa tamb?m apresenta elementos gr?ficos produzidos pelos educandos durante o desenvolvimento do trabalho e que, mais uma vez, esses elementos gr?ficos (desenhos) nos servem de balizamentos para refletir as rela??es no espa?o escolar

Orientador: Jose Carlos Paes de Almeida Filho / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-04T15:03:30Z (GMT). No. of bitstreams: 1 Silva_KleberAparecidoda_M.pdf: 2120693 bytes, checksum: ea273083336a896ba581a392b8b88e73 (MD5) Previous issue date: 2005 / Resumo: Conhecer as crenças e os aglomerados de crenças dos futuros professores de LE (Inglês) não somente possibilita ao professor formador e aos demais professores do curso de Letras ampliar a sua consciência sobre os conhecimentos implícitos que seus alunos trazem acerca do processo de ensino e aprendizagem, como também pode influenciá-los a alterar suas práticas e auxiliar os agentes co-adjuvantes no complexo processo de ensinar/aprender uma LE (Inglês). Para responder as perguntas: ¿Que crenças e aglomerados de crenças são trazidos pelos potenciais professores de inglês ao programa de formação inicial desenvolvido numa universidade pública e quais são as possíveis origens dessas crenças ou desses aglomerados de crenças? Em que medida essas crenças e esses aglomerados de crenças trazidos pelo futuro professor de inglês influenciam a sua prática pedagógica pré-serviço?¿, conduziu-se uma pesquisa qualitativa-interpretativista (Brown, 1988; Nunan, 1992; Moita Lopes, 1994; Erickson et al., 1996), de natureza etnográfica (Erickson, 1986; Bogdan e Biklen, 1998), com alunos ingressantes num curso de Letras de uma Universidade Pública, localizado numa cidade de porte médio, do interior paulista. Os objetivos deste estudo são: (a) levantar as crenças e os aglomerados de crenças e as possíveis origens entre os sujeitos que constituíram o universo de nossa pesquisa; (b) evidenciar se as crenças e os aglomerados de crenças influenciam a prática pedagógica deste futuro professor; (c) observar se há coerência entre o dizer e o fazer dos sujeitos que participaram da pesquisa. O referencial teórico é constituído de estudos sobre essas questões realizados em Lingüística Aplicada que tiveram como foco em suas investigações os professores de LE (inglês) em formação, além de percepções, concepções e crenças dos mesmos em relação ao ensino/aprendizagem de línguas e a sua maneira de lidar com o processo de aprendizagem propriamente dito (Breen e Candlin, 1980; Wenden, 1986; Carmagnani, 1993; Viana, 1993; Gimenez, 1994; Barcelos, 1995; André, 1997; Reis, 1998; Carvalho, 2000; Silva, I., 2000; Silva, L., 2001; Silva, S., 2001; Nicolaides e Fernandes, 2002; dentre outros). Os resultados nos mostram que os alunos ingressam o curso de Letras com inúmeras crenças e aglomerados de crenças, e que estes, por sua vez, influenciam expressivamente a prática pedagógica deste futuro professor / Abstract: It is extremely important to investigate the beliefs and clustering of beliefs of teachers of English in Education, since it enables both the teacher educator and other professors of the Course of Letras to broaden their awareness about the implicit knowledge that their students have concerning the process of teaching and learning English as a foreign language, as well as help them change their practice. The research questions of this studies are the following: ¿What beliefs and clustering of beliefs are brought to the program of initial formation developed in a public university by future teachers of English and what are their possible origins?¿ and ¿To what extent such beliefs and clustering of beliefs influence the pre-service teachers¿ practice?¿ . In order to answer them, interpretative-qualitative research was carried out (Erickson, 1986; Brown, 1988; Nunan, 1992; Moita Lopes, 1994; Erickson et al., 1996 Bogdan & Biklen, 1998). The research involved initial students of a course of Letters in a public university located in an average size city in the interior of the state of São Paulo. The objectives of this study are: (a) to elicit the beliefs and clustering of beliefs of the participants as well as their possible origins; (b) to investigate if the belies and clustering of beliefs influence the future teachers¿ practice; (c) observe if there is coherence between what the teachers say and what they do in class. The theoretical reference is based on studies about such topics in Applied Linguistics (Breen e Candlin, 1980; Wenden, 1986; Carmagnani, 1993; Viana, 1993; Gimenez, 1994; Barcelos, 1995; André, 1997; Reis, 1998; Carvalho, 2000; Silva, I., 2000; Silva, L., 2001; Silva, S., 2001; Nicolaides & Fernandes, 2002; and so on). Briefly we concluded that the students have certain beliefs and clustering of beliefs which influence their practice / Mestrado / Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira / Mestre em Linguística Aplicada

Even though English should mainly be used in the EFL-classroom according to the Swedish national curriculum, some recent scholars have argued that a judicious use of the students’ L1 by the teachers in some particular situations may benefit the learning environment there. From this context, this thesis examines what research says about in what particular situations the L1 is used by teachers in upper secondary EFL-classrooms as well as the teachers’ and the students’ attitudes towards this practice. The method used was a systematic literature review, where seven articles from all across the globe were analyzed, compared and synthesized. The results show that the L1 was mainly used by the teachers when managing discipline, when explaining grammar and when teaching vocabulary. However, the articles did not conclude how the L1 could be used strategically by the teachers. Concerning the teachers’ and students’ attitudes, the majority of these were positive towards L1 use by the teacher in the above mentioned situations. However, the teachers were not aware of how the L1 could be used by them in a judicious and a strategic way. Lastly, it can be concluded that more research is needed on how the L1 can be used more strategically by the teachers as well as on the students’ perspective on this.