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Previous issue date: 2012-02-06 / Research about teacher education, carried out in the area of Applied Linguistics (AL),
reveals the importance of reflective practices in the professional development of
teachers. With the aim of contributing to this area, we present this case study
conducted at a technical school in Natal, RN. The corpus of the study is formed
mainly from the teacher‟s discourse, generated during a stimulated recall session
and the instruments used to collect the data: an initial questionnaire, a video
recording of a class and the text transcript of the stimulated recall session. The
central objective is to understand the way in which the reflection-on-action (SCH?N,
1983, 1987) can contribute to raise the awareness of an English as a Foreign
Language teacher (EFL) about her actions in the classroom. With this proposal, we
begin our discussion presenting the origins, the presuppositions and characteristics
of the concept of reflection according to Sch?n (1983, 1987), and supported by other
authors (PERRENOUD, 2002; G?MEZ, 1995; IMBERN?N, 2009, among others); of
critical reflection (LISTON e ZEICHNER, 1993; PIMENTA, 2002; DUTRA e MELLO,
2004, among others); and of the process of critical reflection (SMYTH, 1992). To
evidence the reflections that emerge in the teacher‟s discourse, we found support in
the theories and methods of Systemic Functional Grammar (SFG), which was initially
proposed by Halliday (1985, 1994), Halliday and Hasan (1989), Halliday and
Matthiessen (2004) and followers, such as, Eggins (1994), Thompson (1996), among
others. We focus mainly on the subsystem of Attitude, an integral component of the
system of discourse resources, Appraisal, presented by Martin (2000), Martin and
Rose (2003, 2007), Martin and White (2005). The results reveal that the actions of
the teacher in the classroom reflect not only her professional experiences, but also
her values and concepts about teaching/learning languages. The results also show
the teacher‟s awareness of the need for changes in her practices. Faced with these
findings, we believe that this study reveals important concepts that can direct teacher
educators to rethink new ways of approaching teacher training courses. In addition, it
also reveals the importance of discourse analysis based on a systemic functional
approach. / Pesquisas sobre forma??o de professores realizadas na ?rea de Lingu?stica
Aplicada (LA) revelam a import?ncia da pr?tica reflexiva no desenvolvimento do
profissional docente. Visando apresentar contribui??es nessa ?rea, esta pesquisa
mostra um estudo de caso desenvolvido em uma escola t?cnica na cidade de
Natal/RN. Seu corpus ? formado principalmente do discurso de uma professora,
gerado durante uma sess?o de visionamento. Os instrumentos utilizados para a
coleta dos dados foram um question?rio inicial, a grava??o de uma aula em v?deo e
o texto transcrito da sess?o de visionamento. O objetivo central ? compreender o
modo pelo qual a reflex?o-sobre-a-a??o (SCH?N, 1983, 1987) pode contribuir para
a tomada de consci?ncia de uma professora de Ingl?s como L?ngua Estrangeira
(ILE) sobre suas a??es em sala de aula. Com esse prop?sito, iniciamos nossa
discuss?o apresentando as origens, os pressupostos e as caracter?sticas do
conceito de reflex?o de acordo com Sch?n (1983, 1987), e complementado por
outros autores (PERRENOUD, 2002; G?MEZ, 1995; IMBERN?N, 2009, dentre
outros); de reflex?o cr?tica (LISTON e ZEICHNER, 1993; PIMENTA, 2002; DUTRA e
MELLO, 2004, entre outros) e do processo de reflex?o cr?tica (SMYTH, 1992). Para
evidenciar as reflex?es que emergem no discurso da professora, buscamos suporte
te?rico-metodol?gico na Gram?tica Sist?mico-Funcional (GSF), proposta
inicialmente por Halliday (1985, 1994), Halliday e Hasan (1989), Halliday e
Mathiessen (2004) e seguidores, tais como Eggins (1994), Thompson (1996), entre
outros. Focamos especificamente no subsistema de Atitude, parte integrante do
sistema de Avaliatividade apresentado por Martin (2000), Martin e Rose (2003,
2007), Martin e White (2005). Os resultados revelaram que as a??es da professora
em sala de aula refletem n?o apenas sua experi?ncia profissional, mas tamb?m
seus valores e concep??es de ensino-aprendizagem de l?nguas. Eles tamb?m
demonstram sua conscientiza??o para a necessidade de mudan?as de sua pr?tica
pedag?gica. Diante desses achados, acredita-se que este estudo revela concep??es
importantes que podem levar os formadores de professores a repensar novas
formas de abordar os cursos de forma??o docente, al?m de revelar a import?ncia da
an?lise do discurso sob a perspectiva sist?mico-funcional.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/16219 |
| Date | 06 February 2012 |
| Creators | Aquino, Maria de Lourdes de |
| Contributors | CPF:07367936824, http://lattes.cnpq.br/5463585749303495, Weissheimer, Jana?na, CPF:35316182091, http://lattes.cnpq.br/7345837860360864, Galv?o, Marise Adriana Mamede, CPF:07443846487, http://lattes.cnpq.br/1829337364208280, 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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