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Previous issue date: 2016-05-04 / The teaching of the English Language in the Brazilian Educational System is not very efficient nowadays. Before this unfavourable educational scenario for teaching languages, this study aims to contribute for the teaching and learning of English, at a public school, and tries to make it significant. It is a Qualitative Action Research, which deals with students from two big groups, with around forty students each, who are in the 3rd year of High School, studying in the morning, at a school which is located in the outskirts of Sao Paulo City. The researcher, who is also these students’ teacher, has searched for answers in theories belonging to the area of Foreign Language Teaching, such as the Communicative Approach (CLT) (Richards 2001, 2006, 2010; Brown 2007; Nunan 1989, 1995), CLT and the binomial language-culture (Kramsch 1996, 1998, 2001; Hanna, 2012; 2013; 2015) and the Post Method Condition (Kumaravadivelu 1994, 2001, 2003, 2008; Prabhu 1987, 1990). She has also consulted Brazilian official documents such as the National Curriculum Standards for High School (2000) and the Curriculum of the State of São Paulo (2012) in order to make the activities here proposed be in agreement with the proposed content in these official documents, and also with the books the students receive in the beginning of every year. This research took place during the year 2015. Five different activities were done and analysed with these students. The results had a positive impact, although there were some obstacles, such as the great difficulty these students had, the amount of students per group, the lack of suitable tools and of cooperation from some students, among other things. However, it is believed that, despite all these occurrences, it was possible to act in this educational atmosphere in a significant way. / O ensino da língua inglesa na Educação Básica Brasileira tem se mostrado pouco eficaz atualmente. Diante desse quadro educacional desfavorável para o ensino de idiomas, esta pesquisa visa contribuir para que o ensino-aprendizado do inglês, em uma escola pública, seja significativo. É uma pesquisa-ação que atuou com estudantes de duas turmas grandes, cerca de quarenta cada, que cursaram o 3º ano do Ensino Médio no período da manhã, em uma escola localizada na periferia da cidade de São Paulo. A pesquisadora, também professora desses discentes, buscou respostas nos pressupostos teóricos na área de Ensino de Língua Estrangeira, como a Abordagem Comunicativa (CLT1) (Richards 2001, 2006, 2010; Brown 2007; Nunan 1989, 1995), CLT e o binômio língua-cultura (Kramsch 1996, 1998, 2001; Hanna 2012, 2013, 2015) e a Era Pós-Método (Kumaravadivelu 1994, 2001, 2003, 2008; Prabhu 1987, 1990). Soma-se a estes a consulta aos Parâmetros Curriculares Nacionais para o Ensino Médio (2000) e ao Currículo do Estado de São Paulo (2012) para que as atividades propostas neste estudo tivessem uma lógica sequencial de acordo com os conteúdos propostos nestes documentos oficiais, além do livro didático que os alunos recebem no início de cada ano. A pesquisa aconteceu durante o ano letivo de 2015. Foram realizadas e analisadas cinco atividades diferenciadas. Os resultados apontaram para um cenário positivo, apesar de alguns obstáculos, como por exemplo, a grande defasagem dos participantes, o número elevado de alunos por turma, a ausência de recursos adequados, a falta de compromisso de alguns discentes, entre outros. Contudo, acredita-se que, apesar de todas as eventualidades, foi possível atuar neste cenário educacional significativamente.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede.mackenzie.br:tede/2987 |
| Date | 04 May 2016 |
| Creators | Gouveia, Andréia Maria Moura de |
| Contributors | Hanna, Vera Lucia Harabagi, Verdolini, Thaís Helena Affonso, Sellan, Aparecida Regina Borges |
| Publisher | Universidade Presbiteriana Mackenzie, Letras, UPM, Brasil, Centro de Comunicação e Letras (CCL) |
| 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:Biblioteca Digital de Teses e Dissertações do Mackenzie, instname:Universidade Presbiteriana Mackenzie, instacron:MACKENZIE |
| Rights | http://creativecommons.org/licenses/by-nc-nd/4.0/, info:eu-repo/semantics/openAccess |
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