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Previous issue date: 2017-12-05 / Esta pesquisa busca investigar o uso de fic??o adaptada a partir de textos educacionais conhecidos como readers como ferramentas de ensino em sala de aula de L?ngua Inglesa. Este recurso ? introduzido em nossas aulas a partir da hip?tese de que s?o instrumentos capazes de enfrentar o contexto de falhas e fracassos no processo de ensino e aprendizado de l?nguas observado em nossa pr?tica e confirmado em trabalhos de estudiosos como Moreira (2002), Bohn (2003), Rajagopalan (2003), Oliveira (2007), Jorge (2009) e Borges (2009). Os participantes desta pesquisa s?o 144 alunos do Ensino M?dio de uma escola p?blica do Rio Grande do Norte/Brasil e a metodologia utilizada ? uma pesquisa-a??o (KEMMIS; McTAGGART, 1988). Para a interven??o na sala de aula, utilizamos sequ?ncias did?ticas envolvendo atividades baseadas em um reader. Os dados foram coletados por meio de question?rios com perguntas abertas e fechadas. O referencial te?rico apoia-se em Larsen-Freeman (2000), Hill (2001), Kramsch (2001), Brown (2007), Marcuschi (2008), Oliveira e Kleiman (2008), Almeida Filho (2007), entre outros. As orienta??es curriculares nacionais (BRASIL, 1996; 1998; 2006), bem como o Quadro Europeu Comum de Refer?ncia para as L?nguas (CONSELHO DA EUROPA, 2001) s?o utilizados como pontos de partida para esta pesquisa. Os resultados de nosso trabalho mostram que o uso de readers em sala de aula ? uma maneira efetiva de combater o d?ficit de aprendizagem percebido pelos pesquisadores acima mencionados, confirmando assim a nossa hip?tese. / This research aims to investigate the use of adapted fiction in the kind of educational texts known as ?readers? as a teaching tool in the English-language classroom. This resource is introduced in our classrooms on the hypothesis that it would address failures in the teaching and learning process which had been observed in practice and which corresponded to similar failings identified in Moreira (2002), Bohn (2003), Rajagopalan (2006), Oliveira (2007), Jorge (2009), and Borges (2009). The participants in this research are 144 Secondary School students from a state school in Rio Grande do Norte/Brazil and the methodology used is action research (KEMMIS; McTAGGART, 1988). For the classroom intervention we use didactic sequences involving activities based on a reader. The data has been gathered by means of questionnaires with both open and closed questions. The theoretical framework is based on Larsen-Freeman (2000), Hill (2001), Kramsch (2001), Brown (2007), Marcuschi (2008), Oliveira and Kleiman (2008), Almeida Filho (2007), among others. The national curriculum guidelines (BRASIL, 1996; 1998; 2006), as well as the Common European Framework of Reference for Languages (COUNCIL OF EUROPE, 2001) are used as points of departure for this research. The results of our research show that the use of readers in the classroom is an effective way of combating the learning deficit noticed by the aforementioned researchers thus confirming our hypothesis.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/24963 |
| Date | 05 December 2017 |
| Creators | Oliveira, Alb?ris Eron Fl?vio de |
| Contributors | 46530100482, Cooper, Jennifer Sarah, 01461272424, Amorim, Marcelo da Silva, 93568606704, Cunha, Eva Carolina da, 03464513459, Almeida Filho, Jos? Carlos Paes de, 39053962891, Canan, Ana Gra?a |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM ESTUDOS DA LINGUAGEM, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| 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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