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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
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/16221 |
| Date | 16 April 2012 |
| Creators | Lima, Bruno Ferreira de |
| Contributors | CPF:46530100482, http://lattes.cnpq.br/1212672321267679, Martins, Selma Alas, CPF:97206482872, http://lattes.cnpq.br/1471852102360947, Barbosa, Jos? Roberto Alves, CPF:77943651472, http://lattes.cnpq.br/6863902903753881, Canan, Ana Gra?a |
| 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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