Orientador: Edwiges Maria Morato / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-21T14:34:46Z (GMT). No. of bitstreams: 1 Marinho_JuliadaSilva_D.pdf: 700267 bytes, checksum: 6b851d00958ad09222011907ae54e411 (MD5) Previous issue date: 2012 / Resumo: Nosso propósito de empreender um estudo linguístico-interacional do prompting, bem como seus ganhos explicativos para o contexto das afasias, surgiu da imprecisão conceitual atualmente dispensada ao fenômeno. Grosso modo, o prompting é entendido como uma pista articulatória isto é, a execução, pelo interlocutor, do primeiro gesto ou das primeiras sequências de gestos que compõem as primeiras sílabas da palavra requerida. Não obstante a pouca clareza sobre os aspectos envolvidos em seu funcionamento, tem sido mencionado na literatura clínica quando da referência às estratégias terapêuticas utilizadas na recuperação da linguagem por afásicos. Via de regra, nesses estudos, o terapeuta fornece ou estimula o prompting oral ou escrito ao paciente. Com isso, perdem-se de vista vários aspectos constitutivos do fenômeno. A presente pesquisa tem como objetivo qualificar e caracterizar a emergência do prompting na linguagem de afásicos em meio às atividades interativas desenvolvidas no Programa de Linguagem do Centro de Convivência de Afásicos (CCA), localizado no Instituto de Estudos da Linguagem/Universidade Estadual de Campinas (IEL/UNICAMP). Ao tomá-lo como fenômeno a ser analisado, pretendemos definir melhor os contornos conceituais e explicativos do prompting, em suas diversas configurações e modalidades, descrevendo as condições e o contexto lingüístico-interacional propício a sua ocorrência, bem como a sua relação com as características de linguagem dos sujeitos afásicos. Além disso, objetivamos a caracterizar o que motiva os afásicos a selecionarem, na resposta ao prompting, por uma produção oral, escrita ou gestual. O empreendimento analítico das implicações do prompting permite-nos uma melhor compreensão do que ocorre mais especificamente no contexto das afasias, a fim de que possamos estabelecer as relações necessárias acerca do fenômeno e possamos, com isso, agregar novos conhecimentos para a área dos estudos interacionais e conversacionais no campo da Linguística, além de contribuir para as investigações clínicas que objetivam a auxiliar os afásicos em suas dificuldades de comunicação e significação / Abstract: Our purpose in undertaking a linguistic-interactional study of verbal prompting, as well as its explanatory gains for the context of aphasia research, has arisen from the conceptual imprecision of the phenomenon. Roughly speaking, prompting is understood as an articulation cue, that is, the execution by the recipient, or the first act of the first sequences of gestures that forms the first syllables of the word required. The lack of clarity on some aspects involved in its functioning, verbal prompting is usually mentioned in the clinics literature when one refers to the therapeutical strategies used in language recovery by aphasics. As a rule in these studies the therapist provides or stimulates spoken or written prompting to the patient. Therefore various aspects of the phenomenon are lost of sight. This research aims to describe and characterize the emergence of prompting in aphasic language through interactive activities developed in the Language program of Centro de Convivência de afásicos (CCA), located at the Institute of Language Studies/ Universidade Estadual de Campinas (IEL/Unicamp). By taking it as a phenomenon to be analyzed, we intend to further define and explain the conceptual contours of prompting, in its various settings and types, describing the conditions and interactional-linguistic context to its occurrence and its relationship with the characteristics of the aphasic language. Furthermore, we aimed to characterize what motivates aphasics to choose, in response to prompting by an oral production, written or sign language. The development of the analytical implications of prompting allows us as better understanding of what occurs specifically in the context of aphasia, in order that we may establish the necessary links about the phenomenon and can, therefore, besides adding new knowledge to the area of interactional and conversational studies in the field of linguistics, contribute to the clinical investigations that aim to assist aphasic subjects in their difficulties to communicate and significate / Doutorado / Linguistica / Doutora em Linguística

English is a global language that surrounds us almost wherever in the world we are. The school has an important role when it comes to introducing the language to young learners. Using teaching materials such as workbooks has been a common teaching method for a long time. This thesis examines three popular workbooks from different Swedish publishers, Learn English, Magic! and Happy. Through a content analysis, verbal interaction activities within these workbooks were examined based on Becker and Roos’s (2016) model of creative speaking. Additionally, interviews were conducted as a way to give insight to how these workbooks can be used in the classroom. This study shows that pupils are provided with support and guidance in most of the interactive activities within these workbooks. However, activity types as well as in what manner the pupils were requested to interact differed when the workbooks were compared to each other. The activity types that occurred were reading dialogues, sharing information and expressing opinions in English. The teachers reported to work with the activities in full class or pairs. / <p>Engelska</p>

The words exchanged between teachers and students don't just stay in the classroom, they weave the invisible threads that shape learners' educational climate and self-confidence, paving the way for a future of success and fulfilment. The aim of this thesis is to understand how verbal interactions between students and PE teachers impact on students' gendered self-esteem, and what the consequences are for their investment in practice. Recent studies have revealed that specific feedback and encouragement from teachers can positively boost students' self-esteem, thereby promoting their engagement in the learning process. However, gender disparities in verbal interactions have also been observed, with different consequences for boys and girls. An in-depth analysis of these dynamics will provide a better understanding of how verbal interactions in the classroom can be optimized to create an inclusive and stimulating learning environment, fostering the personal and academic development of all students. Through a systemic review of qualitative and quantitative studies conducted over the last 20 years, I will identify gender differences in students' perceived verbal interactions and their positive or negative consequences on students' psychological well-being and investment in sport. The study helps to understand the role of the teacher as a facilitator of students' self- esteem and engagement, as well as providing a framework for effective and caring verbal interactions.

Este estudo evidencia o modo como se organizam as estratégias de cortesia que se manifestam na ocorrência dos marcadores discursivos pues, ya e claro em intervenções orais de adolescentes de duas capitais, Madri e Santiago do Chile, presentes no Corpus de Lenguaje Adolescente (COLA). Considerando a diversidade sociocultural (Bravo, 2004) e que os marcadores discursivos sinalizam a direção em que se deve buscar a relevância dos enunciados (Escandell-Vidal, 1998), esta pesquisa também analisa se adolescentes brasileiros, estudantes de língua espanhola, da região de São Paulo, constroem uma interpretação adequada quanto à presença ou ausência da cortesia, ao entrar em contato com as conversações do material de análise. Como resultado, foram descritos os contrastes entre as amostras das variedades - a santiaguina e a madrilena - de língua espanhola quanto ao uso das partículas pues, ya e claro. Observou-se que essas diferenças se relacionam ao contexto de enunciação e ao processamento discursivo, semântico e pragmático desses marcadores, comprovando que a cortesia apresenta particularidades e possui um valor relativo de acordo com a interação verbal, os traços culturais e o tipo de relação social entre os interlocutores. Através da escuta de alguns diálogos extraídos do corpus e guiados por um questionário, a maioria dos estudantes brasileiros construiu interpretações equivocadas das formações discursivas. Verificou-se que estas construções de sentido concerniram ao desconhecimento da forma ou do uso dos marcadores, que impediu que estes orientassem o processo de interpretação, e à desconsideração das diferenças interculturais e dos modelos de cortesia em diferentes interações verbais. / This study shows how strategies of politeness occurring when discourse markers are used in oral interventions of teenagers from the two capital cities of Madrid and Santiago de Chile contained in the Corpus de Lenguaje Adolescente (COLA) are organized. Considering the socio-cultural diversity (Bravo, 2004) and discourse markers indicate in which direction we should look for the relevance of utterances (Escandell-Vidal, 1998), this research also analyzes if Brazilian teenagers, students of Spanish language in São Paulo region, have a proper interpretation regarding the presence or the absence of politeness when they are exposed to the conversations of the material analyzed. As a result, the differences between samples of Spanish language varieties from Santiago and from Madrid regarding the use of the particles pues, ya and claro were described. Such differences were seen to be related to the context of enunciation and the discursive, semantic, and pragmatic processing of the markers, which confirms that the politeness shows particularities and has a relative value according to the verbal interaction, cultural traits, and the type of social relationship between interlocutors. By hearing some of the dialogs extracted from the corpus and guided by a questionnaire, most Brazilian students had wrong interpretations of discursive formations. Such constructions of meaning were seen to be related to the lack of knowledge of the markers form or usage, which prevented the markers to guide the interpretation process, and the disregard of intercultural differences and models of politeness in various verbal interactions.

Comment se fait-il que des adolescents malgaches en territoire malgache discutent entre eux dans une langue autre que le malgache en situation informelle ? En s’appuyant sur les notions d’idéologie et d’idéologie linguistique, cette recherche vise à comprendre la domination linguistique dans un contexte de co-présence de deux langues dans un environnement scolaire. Une observation participante au sein d’une école française d’Antananarivo a permis d’interagir directement avec les élèves, les enseignants et les divers responsables de l’école.Que ce soit dans les pratiques effectives ou dans les discours épilinguistiques, le français tient toujours une place centrale, et ce même à l’extérieur de l'enceinte de l’établissement. Cette situation repose sur plusieurs facteurs : le rôle des parents, le désir de migration économique et le système scolaire lui-même. Il en résulte que les adolescents essayent d’affirmer une parfaite maîtrise du français pour pouvoir poursuivre leurs études en France. Cependant, a contrario mais dans le même but, les adolescents se présentent comme maîtrisant mal le malgache, pourtant langue nationale.Le français constitue une opportunité économique, la langue de l’emploi, de l’avenir. Certains accusent le néocolonialisme français, d’autres accusent le laxisme malgache. Les adolescents se trouvent pris dans un entre-deux culturel : ils s’affirment pas tout-à-fait français et plus vraiment malgaches. Si certains s’adaptent tant bien que mal à la situation qui leur est imposée, d’autres essayent de mener une sorte de conscientisation culpabilisante. D’autres encore essayent de trouver leur bonheur dans la situation de co-présence linguistique. C’est de ce dernier positionnement que vient la proposition de recherche interdisciplinaire pour un passage d’une situation de domination linguistique à une situation égalitaire de complémentarité. / Why do Malagasy teenagers in Malagasy territory talk to each other in a language other than malagasy in an informal situation ? Using theoretical tools based on linguistic ideology, this research aims to understand the linguistic dominance in a context linguistic coexistence in a school environment. A participatory observation in a french school in Antananarivo allowed to interact directly with students, teachers and various school officials.Whether in actual practice or in epilinguistic speeches, french language still holds the most important place, even when leaving the precincts of the school. This situation results from several influences : parents will, the desire for economic migration and the school objectives. As a result, adolescents try to display a perfect command of french to show their merit to continue their studies in France. However, there is a certain setback in which adolescents, for the same purpose, present themselves as poorly fluent in malagasy, yet a national language.French is considered as an economic opportunity, the language of employment, the language of the future. Some accuse French neocolonialism, others accuse Malagasy laxity. The teenagers are in a cultural interlude : not quite French and more truly Malagasy. While some adapt to the situation imposed on them somehow, others try to carry out a kind of conscientiousness guilt. Still others try to find their happiness in the situation of linguistic coexistence. From this last position comes the interdisciplinary research proposal for a transition from a situation of linguistic domination to an egalitarian situation of complementarity.

Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-07-17T12:10:43Z No. of bitstreams: 2 Tese - Wesley Luis Carvalhaes - 2016.pdf: 1328462 bytes, checksum: 34287576b2b5109fd534c36aab8b7708 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-07-17T13:40:40Z (GMT) No. of bitstreams: 2 Tese - Wesley Luis Carvalhaes - 2016.pdf: 1328462 bytes, checksum: 34287576b2b5109fd534c36aab8b7708 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-07-17T13:40:40Z (GMT). No. of bitstreams: 2 Tese - Wesley Luis Carvalhaes - 2016.pdf: 1328462 bytes, checksum: 34287576b2b5109fd534c36aab8b7708 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-04-08 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The doctoral dissertation O livro didático de português: abordagem discursiva de exercícios de compreensão de texto (The Portuguese textbook: a discourse approach to text comprehension exercises) aims to analyze, under the lights of theoretical contributions from text and discourse studies, the operations proposed by text comprehension questions in the Portuguese textbook (Livro Didático de Português, or LDP), investigating in what manner these questions bring to life the conceptions of language, teaching and reading presented by the authors in the teacher’s book that comes along with the LDP. The research takes as its analytical corpus the text interpretation questions from two high school ninth grade LDPs. Both books were amongst the most adopted in state public schools of the city of Goiânia (Goiás State, Brazil), under the sponsorship of the textbook national program (Plano Nacional do Livro Didático, or PNLD) for the triennium 2011-2013. They are: Cereja and Magalhães (2010), and Beltrão and Gordilho (2010). The study adopts the concept of language as verbal interaction (BAKHTIN; VOLOCHÍNOV, 2006), and perceives the text as a social and historical process, characterized by the dialogism. Reading is faced as a social activity, through which the meaning is built in the course of social interaction situations. The investigation seizes its north from the notion of discourse as a meaning effect (PÊCHEUX, 1990, 1997), and treats reading in this perspective, since what someone enunciates is connected to the social and historical moment in which he or she is inserted, as well as to other factors that influence the speech and the meanings that can be built from it. In order to observe the historical conditions for producing and distributing didactic materials in Brazil, this study takes a historiographical and linguistic path of the LDP, showing that the government controls the didactic production through mechanisms such as the above-mentioned PNLD. Regarding the text comprehension questions, the documental research methodology has been applied to the study, with a qualitative approach. The analytical categories chosen are the typologies of Marcuschi (1996). The analysis shows that the two LDPs’ teacher’s books in perspective present, as theoretical support for their elaboration, notions of language, text, and reading, rooted on Bakhtin’s concept of language as verbal interaction. However, these notions do not come to reality in the majority of the exercises proposed for working with the texts. As for the LDPs’ text comprehension questions analyzed, they are centered mainly on elements objectively found in the text or on operations of metalinguistic nature. Therefore, they do not take into consideration the extra-textual elements to be discussed in activities that comprehend reading as a social practice. In this sense, there is a mismatch between the theoretical aspects indicated in the LDPs’ teacher’s books analyzed and the proposed questions for approaching the text. Consequently, the LDPs’ text interpretation exercises analyzed do not materialize the language, teaching, reading, and meaning notions displayed in the corresponding teacher’s textbook. / O trabalho O livro didático de português: abordagem discursiva de exercícios de compreensão de texto objetiva analisar, à luz das contribuições teóricas dos estudos do texto e do discurso, as operações propostas por questões de compreensão de texto no livro didático de português (LDP), verificando como essas questões concretizam as concepções de língua, texto, ensino e leitura que os autores do livro apresentam no manual do professor que acompanha o LDP. A pesquisa toma como corpus de análise as questões de interpretação de texto de dois dos LDP de 9º ano do ensino fundamental mais adotados nas escolas públicas estaduais de Goiânia por meio do Programa Nacional do Livro Didático (PNLD) no triênio 2011-2013: Cereja e Magalhães (2010) e Beltrão e Gordilho (2010). O estudo apoia-se sobre a concepção de língua como interação verbal (BAKHTIN; VOLOCHÍNOV, 2006) e entende o texto como processo social e histórico marcado pelo dialogismo. A leitura é tomada como uma atividade social por meio da qual o sentido é construído no curso das situações de interação social. A pesquisa apropria-se da noção de discurso como efeito de sentido (PÊCHEUX, 1990, 1997) e trata a leitura nessa perspectiva, pois o que alguém enuncia está ligado ao momento social e histórico em que se insere e a outros fatores que condicionam o dizer, bem como os sentidos que podem ser a partir dele construídos. Com a intenção de observar as condições históricas de produção e circulação do material didático no Brasil, o estudo realiza um percurso historiográfico-linguístico do LDP e mostra que o governo exerce um controle da produção didática por meio de dispositivos como o PNLD. Para o tratamento das questões de compreensão, é utilizada a metodologia da pesquisa documental com abordagem qualitativa e são aproveitadas como categorias de análise as tipologias de Marcuschi (1996). As análises identificam que os manuais do professor dos LDP selecionados apresentam, como suporte teórico para a elaboração dos livros, noções de língua, texto e leitura fundamentadas sobre a concepção bakhtiniana de língua como interação verbal. Mas essas noções não se concretizam na maioria dos exercícios propostos para o trabalho com o texto. As questões de compreensão de texto dos LDP analisados são constituídas majoritariamente por perguntas sobre elementos objetivamente situados no texto ou sobre operações de caráter metalinguístico e, portanto, desconsideram os elementos extratextuais a serem discutidos nas atividades que entendem a leitura como prática social. Nesse sentido, há um descompasso entre os aspectos teóricos apontados no manual do professor dos LDP analisados e as questões propostas para a abordagem do texto. Desse modo, os exercícios de interpretação dos LDP analisados não materializam a noção de língua, de ensino, de leitura e de sentido explícita no manual do professor que acompanha esses mesmos LDP.

Este estudo evidencia o modo como se organizam as estratégias de cortesia que se manifestam na ocorrência dos marcadores discursivos pues, ya e claro em intervenções orais de adolescentes de duas capitais, Madri e Santiago do Chile, presentes no Corpus de Lenguaje Adolescente (COLA). Considerando a diversidade sociocultural (Bravo, 2004) e que os marcadores discursivos sinalizam a direção em que se deve buscar a relevância dos enunciados (Escandell-Vidal, 1998), esta pesquisa também analisa se adolescentes brasileiros, estudantes de língua espanhola, da região de São Paulo, constroem uma interpretação adequada quanto à presença ou ausência da cortesia, ao entrar em contato com as conversações do material de análise. Como resultado, foram descritos os contrastes entre as amostras das variedades - a santiaguina e a madrilena - de língua espanhola quanto ao uso das partículas pues, ya e claro. Observou-se que essas diferenças se relacionam ao contexto de enunciação e ao processamento discursivo, semântico e pragmático desses marcadores, comprovando que a cortesia apresenta particularidades e possui um valor relativo de acordo com a interação verbal, os traços culturais e o tipo de relação social entre os interlocutores. Através da escuta de alguns diálogos extraídos do corpus e guiados por um questionário, a maioria dos estudantes brasileiros construiu interpretações equivocadas das formações discursivas. Verificou-se que estas construções de sentido concerniram ao desconhecimento da forma ou do uso dos marcadores, que impediu que estes orientassem o processo de interpretação, e à desconsideração das diferenças interculturais e dos modelos de cortesia em diferentes interações verbais. / This study shows how strategies of politeness occurring when discourse markers are used in oral interventions of teenagers from the two capital cities of Madrid and Santiago de Chile contained in the Corpus de Lenguaje Adolescente (COLA) are organized. Considering the socio-cultural diversity (Bravo, 2004) and discourse markers indicate in which direction we should look for the relevance of utterances (Escandell-Vidal, 1998), this research also analyzes if Brazilian teenagers, students of Spanish language in São Paulo region, have a proper interpretation regarding the presence or the absence of politeness when they are exposed to the conversations of the material analyzed. As a result, the differences between samples of Spanish language varieties from Santiago and from Madrid regarding the use of the particles pues, ya and claro were described. Such differences were seen to be related to the context of enunciation and the discursive, semantic, and pragmatic processing of the markers, which confirms that the politeness shows particularities and has a relative value according to the verbal interaction, cultural traits, and the type of social relationship between interlocutors. By hearing some of the dialogs extracted from the corpus and guided by a questionnaire, most Brazilian students had wrong interpretations of discursive formations. Such constructions of meaning were seen to be related to the lack of knowledge of the markers form or usage, which prevented the markers to guide the interpretation process, and the disregard of intercultural differences and models of politeness in various verbal interactions.

Le processus d’apprentissage d’une langue étrangère ne consiste pas seulement à mémoriser des formes et des structures linguistiques mais aussi à développer une capacité à utiliser adéquatement des ressources langagières et à enchaîner de manière cohérente sur le discours d’autrui pour communiquer. Dans cette perspective, la présente étude s’intéresse à des échanges conversationnels en classe de FLE entre étudiants vietnamiens et en situation naturelle de communication entre ces derniers et locuteurs natifs. L’objectif visé est de comprendre et décrire les causes réelles qui aboutissent à des difficultés de communication auxquelles sont confrontés les étudiants. Par ailleurs, notre recherche vise également à examiner le rôle, les mécanismes des rituels de la communication et la prise de conscience des étudiants sur ces rituels lors de leur pratique de l’oral en milieu naturel et en classe de langue. A cet effet, les travaux qui s’inscrivent dans le cadre de l’approche interactionniste de l’acquisition des langues en contexte exolingue, de l’ethnographie de la communication et de l’analyse conversationnelle constituent une référence théorique de base. Nous avons analysé des questionnaires effectués auprès des étudiants et des enseignants, et des conversations entre étudiants et locuteurs natifs du français en centrant sur la dimension interactionnelle et sur l’emploi des stratégies de communication par ces derniers pour arriver à l’intercompréhension et à l’appropriation des éléments de la langue étrangère. Enfin, cette recherche inscrite dans une perspective didactique a pour fonction d’engendrer les conditions interactives et de préciser des moyens, les schémas interactionnels ou les nouvelles pratiques d’enseignement les plus favorables à l’apprentissage de l’oral en FLE des étudiants vietnamiens en classe de langue. / The process of learning a foreign language consists not only in memorizing forms and linguistic structures but also in developing an ability to adequately use linguistic resources and to consistently follow the speech of others to communicate. In this perspective, the present study focuses on conversational exchanges on the one hand in a class of French as a foreign language between Vietnamese students and on the other hand in the natural communicative situations between Vietnamese students and native speakers. The objective is to understand and to describe the real causes that lead the students to difficulties of communication. Moreover, my research also aims to examine the role, the mechanisms of the rituals of communication and the awareness of students of these rituals during their oral practice both in natural environment and in language classroom. To this effect, a theoretical basic of reference is provided by the interactionist approach of language acquisition in exolingual context, the ethnography of communication and the conversational analysis. We analyzed questionnaires conducted among the students and teachers, and conversations between students and native speakers of French focusing on the interactional dimension and the use of communication strategies to achieve mutual understanding and appropriation of elements of the foreign language. Finally, this research registered in a didactic perspective is designed to create interactive conditions and to specify means, interactional diagrams or new teaching practices the most favourable to the oral learning in French as a foreign language of Vietnamese students in the language classroom.

Orientador: Douglas Altamiro Consolo / Banca: José Carlos Paes de Almeida Filho / Banca: Maria Helena Vieira Abrahão / Resumo: O presente estudo, apoiando-se na contribuição das crenças de uma professora de inglês e de seus alunos, envolvidos em contexto de escola pública, objetiva caracterizar o nível de PO dessa docente e o uso da L-alvo na interação verbal (professor-aluno e alunoprofessor) em sua prática de sala de aula, no sentido de (re)definir seu perfil como docente de LI. Estas são questões fundamentais, relacionadas à constatação em pesquisas (PINHEL, 2004; GARCIA, 2001; CONSOLO, 1990) de que grande parte dos professores de LE possui um baixo nível de PO, restrita, na maioria dos casos, à produção oral de alguns comandos na L-alvo, o que pode resultar em um processo de aprendizagem frustrante e deficiente para seus alunos. Dessa forma, esta investigação caracteriza-se como uma pesquisa de bases interacionista e etnográfica, com procedimentos quantitativos, aplicada a um estudo de caso. A professora-participante deste estudo (P) atua na rede pública municipal, tendo 14 anos de prática pedagógica. Os dados analisados sugerem que a visão de linguagem e de ensino e aprendizagem de LI da professora voltada para a forma gramatical, corroborada por fatores sociais adversos presentes no contexto estudado, é coerente com a limitada PO apresentada pela mesma, no teste a que foi submetida e, ainda, com o pouco uso da L-alvo na interação verbal professor-aluno e aluno-professor. Ressalta-se que uma possível mudança relacionada à oralidade provavelmente não ocorrerá, caso a docente em questão não renove suas concepções de linguagem e de ensino e aprendizagem de línguas e não deixe de privilegiar a LM durante as aulas, em detrimento da LI, a qual poderia ser introduzida aos poucos nesse contexto, porém, continuamente, criando-se um ambiente favorável ao ensino de LE. Acredita-se, também, que a valorização do papel do inglês, sobretudo por parte dos alunos, e a busca dessa... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present work, which had as support the beliefs of an English teacher as well as her students', both involved in a public school context, aims at characterizing this teacher's oral proficiency level and the use of the target language during the verbal interaction (teacher-student and student-teacher) in her teaching practice, seeking (re)definition of her profile as an ESL (English as Second Language) teacher. These issues are considered fundamental due to the evidence in many researches (PINHEL, 2004; GARCIA, 2001; CONSOLO, 1990) that the majority of EFL (English as a Foreign Language) teachers have a low level of oral proficiency, restricted, in most cases, to the oral production of some commands in the target language, resulting in a frustrating and inefficient learning process to their students. Thus, this investigation is characterized as a research of ethnographic and interactive analysis traditions, having as well a quantitative focus, and constitutes a case study. The teacher who participated in this study has been teaching in a public school for 14 years. The data collected suggest that this teacher's conception of language and teaching and learning process concerning grammar, strengthened by adverse factors that can be found in the context in question, is coherent to the limited oral proficiency presented by her when submitted to an oral test and to the insufficient use of the target language during the teacher-student and student-teacher verbal interaction. It is relevant to emphasize that a change related to the oral ability will not show results if the teacher in question does not renew her language learning and teaching conceptions, and continues using her mother language to the detriment of the target one which could be introduced little by little in this context, in a continuous way, producing a favorable environment to the teaching of a foreign language... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2016-04-28T18:23:08Z (GMT). No. of bitstreams: 1 Daisy Maria da Silva Tessari.pdf: 2332635 bytes, checksum: 0a2f7096dd815aa23069779c214ab6df (MD5) Previous issue date: 2015-09-02 / The aim of this paper is to analyze and critically understand, in a context of continuing teacher education, the interactions between an educator-researcher and a Portuguese language teacher in education, which focus was to empower the teacher for preparing ninth grade students from a municipal school in Rio de Janeiro to attend the test Prova Brasil from the National System of Basic Education Evaluation. This study s theoretical framework is founded on the Vygotskyan socio-historical-cultural perspective (VYGOTSKY, 1934/2009, 1935/2007), based on the dialogism and the verbal interaction (BAKHTIN, 1929/1995; VYGOTSKY, 1934/2009, 1935/2007), on the trigger of discussion about the discursive dynamics in contexts of critical collaborative teachers education, focusing on the authoritative and internally persuasive discourses (BAKHTIN, 1929/1995), and also on the collaboration and creation of zones of proximal development (VYGOTSKY, 1935/2007; NEWMAN; HOLZMAN, 2005; MAGALHÃES, 2009-2011). In methodological terms, it is inserted in the critical paradigm and organized as a Critical Collaborative Research (MAGALHÃES, 2009-2011). The corpus of this investigation is composed by interactions between an educator-researcher and a Portuguese language teacher, recorded during continuing teacher education meetings. In the perspective of Applied Linguistics, data were analyzed through participants speech materiality, in the light of categories that consider verbal interaction as essential reality of language. For this purpose, linguistic and discursive categories were used (NEVES, 2006; NININ, 2013; LIBERALI, 2013; HALLIDAY; HASSAN 1976; KOCH, 2003, 2014). This survey results point out to the idea that the critical collaborative management and the internally persuasive discourse enable the participants voices turnover through verbal interaction, which can lead to the creation of zones of proximal development. However, they also reveal that comfortable collaboration and authoritative discourse reduce or exclude the possibilities of negotiation and interlacing of voices / Esta pesquisa tem como objetivo analisar e compreender criticamente, em um contexto de formação contínua de professores, as interações entre a formadora pesquisadora e o professor de português em formação, cujo foco era a capacitação do professor para o preparo dos alunos de nono ano de uma escola municipal do Rio de Janeiro para a realização da Prova Brasil do Sistema Nacional de Avaliação da Educação Básica. O recorte teórico está fundamentado na perspectiva sóciohistórico- cultural de (VYGOTSKY, 1934/2009, 1935/2007), com bases no dialogismo e na interação verbal (BAKHTIN, 1929/1995; VYGOTSKY, 1935/2007), no desencadeamento da discussão acerca da dinâmica discursiva em contexto de formação crítico-colaborativa de professores, focalizando os discursos de autoridade e internamente persuasivo (BAKHTIN, 1929/1995) e na colaboração e na criação de zonas de desenvolvimento proximal (VYGOTSKY, 1934/2009, 1935/2007; NEWMAN; HOLZMAN, 2005; MAGALHÃES, 2009-2011). Em termos metodológicos, está inserida no paradigma crítico e organizada como uma Pesquisa Crítica de Colaboração (MAGALHÃES, 2009-2011). O corpus de análise constitui-se de interações entre a pesquisadora-formadora e o professor de português em encontros de formação contínua de professores. Na perspectiva da Linguística Aplicada, os dados foram analisados por meio da materialidade das falas dos participantes, à luz de categorias que consideram a interação verbal como a realidade fundamental da língua. Para isso, categorias linguísticas e discursivas de análise foram utilizadas (NEVES, 2006; NININ, 2013; LIBERALI, 2013; HALLIDAY; HASSAN 1976; KOCH, 2003, 2014). Os resultados desta pesquisa apontam para a ideia de que a gestão colaborativa crítica e o discurso internamente persuasivo possibilitam, por meio da interação verbal, a movimentação das vozes dos participantes, podendo resultar na construção de zonas de desenvolvimento proximal. No entanto, expressam também que a colaboração confortável e o discurso autoritário dificultam ou fecham a possibilidade de negociação e de entrelaçamento das vozes