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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
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/16197 |
| Date | 04 February 2011 |
| Creators | Cavalcanti, Beatriz Alves Paulo |
| Contributors | CPF:07367936824, http://lattes.cnpq.br/5463585749303495, Ara?jo, Ant?nia Dilamar, CPF:04791002334, http://lattes.cnpq.br/0138358532764603, Nascimento, Izabel Souza do, CPF:65234952487, Vian J?nior, Orlando |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Estudos da Linguagem, UFRN, BR, Lingu?stica Aplicada; Literatura Comparada |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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