Representações de professores de inglês sobre o livro didático
Ano de defesa: | 2014 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
|
Departamento: |
Lingüística
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/13677 |
Resumo: | This study, conducted in the area of Applied Linguistics, specifically related to English language learning and teaching and teacher education, aims to investigate the representations that English teachers reveal upon textbooks. In order to achieve this goal, this study is grounded on the theory of Social Representations based essentially on Moscovici (2012) and also on other authors that discuss the concept as Spink (1995), Jodelet (2001), Ramos e Lessa (2010), among others; studies related textbooks in the perspective of learning and teaching, based on Cunningsworth (1984), Lajolo (1996), Coracini (1999), Soares (1999), Graves (2000), Richards (2002) e Tomlinson (2011); and the concept of mediation according to Vygtosky (1934/1984), and authors that discuss this concept, as Cole and Scribner (1984), Lantolf e Appel (1996), Wertsch, Del Rio e Avarez (1998), Lantolf (2001), Cole (2003), Daniels (2003), among others. This research is conducted according to the methodological framework of case study by Stake (1998) and it was developed in eleven schools of the public school system in four cities of the interior of Mato Grosso. Fifteen English teachers from elementary and secondary schools participated in the research. The data gathering was done by administering an online questionnaire. Based upon the questionnaire answers, the data analysis was carried out according to the Content Analysis Model by Bardin (2011). The results obtained revealed that the teachers representations point out the class textbook is an auxiliary tool, and a material of support, and that it serves to provide for activities, texts and content. Other representations revealed that the textbook is also a reference for teachers who can look for resources in it to enrich their class or to adapt teaching approaches to the needs of their students; in this perspective the textbook can be an input for the teacher to create other possibilities of instruction. Among the advantages, it was shown that the textbook offers the learner contact with the idiom reinforcing the representation that the textbook is also known as a tool that provides for such a contact. Among the limitations, the use of a textbook as the only resource in class was pointed out as limiting the learning development. In addition to this limitation another one revealed was that the textbook does not meet students needs. It was concluded that the representations identified are important for teacher education mainly regarding the use of the textbook, pointing out to the urge of promoting work that encourage the adaptation of this tool with its effective use for the development of teaching alternatives mainly directed to the students learning |
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Ramos, Rosinda de Castro Guerrahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771767T2Cichelero, Marli2016-04-28T18:22:52Z2014-07-242014-06-24Cichelero, Marli. English teachers representations of textbooks. 2014. 92 f. Dissertação (Mestrado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2014.https://tede2.pucsp.br/handle/handle/13677This study, conducted in the area of Applied Linguistics, specifically related to English language learning and teaching and teacher education, aims to investigate the representations that English teachers reveal upon textbooks. In order to achieve this goal, this study is grounded on the theory of Social Representations based essentially on Moscovici (2012) and also on other authors that discuss the concept as Spink (1995), Jodelet (2001), Ramos e Lessa (2010), among others; studies related textbooks in the perspective of learning and teaching, based on Cunningsworth (1984), Lajolo (1996), Coracini (1999), Soares (1999), Graves (2000), Richards (2002) e Tomlinson (2011); and the concept of mediation according to Vygtosky (1934/1984), and authors that discuss this concept, as Cole and Scribner (1984), Lantolf e Appel (1996), Wertsch, Del Rio e Avarez (1998), Lantolf (2001), Cole (2003), Daniels (2003), among others. This research is conducted according to the methodological framework of case study by Stake (1998) and it was developed in eleven schools of the public school system in four cities of the interior of Mato Grosso. Fifteen English teachers from elementary and secondary schools participated in the research. The data gathering was done by administering an online questionnaire. Based upon the questionnaire answers, the data analysis was carried out according to the Content Analysis Model by Bardin (2011). The results obtained revealed that the teachers representations point out the class textbook is an auxiliary tool, and a material of support, and that it serves to provide for activities, texts and content. Other representations revealed that the textbook is also a reference for teachers who can look for resources in it to enrich their class or to adapt teaching approaches to the needs of their students; in this perspective the textbook can be an input for the teacher to create other possibilities of instruction. Among the advantages, it was shown that the textbook offers the learner contact with the idiom reinforcing the representation that the textbook is also known as a tool that provides for such a contact. Among the limitations, the use of a textbook as the only resource in class was pointed out as limiting the learning development. In addition to this limitation another one revealed was that the textbook does not meet students needs. It was concluded that the representations identified are important for teacher education mainly regarding the use of the textbook, pointing out to the urge of promoting work that encourage the adaptation of this tool with its effective use for the development of teaching alternatives mainly directed to the students learningEste estudo, inserido na área de Linguística Aplicada, voltada para o ensino-aprendizagem de inglês e formação de professores, teve como objetivo investigar as representações de professoras de inglês sobre o livro didático. Para a consecução desse objetivo, o estudo utilizou como aporte teórico a teoria das representações sociais fundamentada principalmente em Moscovici (2012) e autores que também discutem esse conceito como Spink (1995), Jodelet (2001), Ramos e Lessa (2010), entre outros; estudos sobre o livro didático na perspectiva de ensino-aprendizagem, baseado em Cunningsworth (1984), Lajolo (1996), Coracini (1999), Soares (1999), Graves (2000), Richards (2002) e Tomlinson (2011) e, o conceito de mediação com base em Vygotsky (1934/1984) e autores que discutem esse conceito como Cole e Scribner (1984), Lantolf e Appel (1996), Wertsch, Del Rio e Avarez (1998), Lantolf (2001), Cole (2003), Daniels (2003), entre outros. A pesquisa insere-se no quadro metodológico de um estudo de caso de Stake (1998) e foi desenvolvida em onze escolas da rede pública de ensino em quatro cidades do interior de Mato Grosso. Dela participaram quinze professoras de inglês do Ensino Fundamental e Médio. Os dados foram coletados por meio de um questionário online. Com base nas respostas do questionário, a análise dos dados foi realizada por meio da Análise de Conteúdo de Bardin (2011). Os resultados obtidos demonstraram que as representações das professoras apontam o livro didático como sendo uma ferramenta auxiliar e um material de apoio e que é usado para fornecer atividades, textos e conteúdos. Outras representações são que o livro didático serve de referência para o professor, que pode buscar nele recursos para enriquecer sua aula, ou adaptar as propostas didáticas às necessidades de seus alunos; nessa perspectiva, o livro didático parece insumo para o professor criar outras possibilidades de ensino. Entre as vantagens, as representações destacam que o livro didático oferece ao aluno contato com o idioma, reforçando a representação de que o livro didático é também concebido como ferramenta que possibilita esse contato. Entre as representações quanto ao uso do livro didático, as professoras apontaram que o uso do livro didático como único recurso nas aulas é um fator limitador do desenvolvimento de aprendizagem. Além dessa limitação, outra representação revelada foi que o livro didático não atende às necessidades dos alunos. Concluiu-se que as representações identificadas são importantes para a formação de professores, principalmente quanto ao seu uso, apontando para a urgência da promoção de trabalhos que incentivem a adaptação dessa ferramenta, com seu aproveitamento efetivo para o desenvolvimento de alternativas de ensino voltadas, principalmente, à aprendizagem dos alunosCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/30340/Marli%20Cichelero.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBRLingüísticaRepresentações sociaisLivro didáticoMediaçãoFormação de professoresLíngua InglesaSocial representationsTextbookMediationTeacher educationEnglish LanguageCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICARepresentações de professores de inglês sobre o livro didáticoEnglish teachers representations of textbooksinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMarli Cichelero.pdf.txtMarli Cichelero.pdf.txtExtracted texttext/plain194722https://repositorio.pucsp.br/xmlui/bitstream/handle/13677/3/Marli%20Cichelero.pdf.txt6c3b793aa6edb39840922caadcefe6f9MD53ORIGINALMarli Cichelero.pdfapplication/pdf684542https://repositorio.pucsp.br/xmlui/bitstream/handle/13677/1/Marli%20Cichelero.pdf641a0358a240fa1371db345255366cb9MD51THUMBNAILMarli Cichelero.pdf.jpgMarli Cichelero.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/13677/2/Marli%20Cichelero.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/136772022-04-28 11:04:28.77oai:repositorio.pucsp.br:handle/13677Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T14:04:28Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Representações de professores de inglês sobre o livro didático |
dc.title.alternative.eng.fl_str_mv |
English teachers representations of textbooks |
title |
Representações de professores de inglês sobre o livro didático |
spellingShingle |
Representações de professores de inglês sobre o livro didático Cichelero, Marli Representações sociais Livro didático Mediação Formação de professores Língua Inglesa Social representations Textbook Mediation Teacher education English Language CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
Representações de professores de inglês sobre o livro didático |
title_full |
Representações de professores de inglês sobre o livro didático |
title_fullStr |
Representações de professores de inglês sobre o livro didático |
title_full_unstemmed |
Representações de professores de inglês sobre o livro didático |
title_sort |
Representações de professores de inglês sobre o livro didático |
author |
Cichelero, Marli |
author_facet |
Cichelero, Marli |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ramos, Rosinda de Castro Guerra |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771767T2 |
dc.contributor.author.fl_str_mv |
Cichelero, Marli |
contributor_str_mv |
Ramos, Rosinda de Castro Guerra |
dc.subject.por.fl_str_mv |
Representações sociais Livro didático Mediação Formação de professores Língua Inglesa |
topic |
Representações sociais Livro didático Mediação Formação de professores Língua Inglesa Social representations Textbook Mediation Teacher education English Language CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
dc.subject.eng.fl_str_mv |
Social representations Textbook Mediation Teacher education English Language |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
This study, conducted in the area of Applied Linguistics, specifically related to English language learning and teaching and teacher education, aims to investigate the representations that English teachers reveal upon textbooks. In order to achieve this goal, this study is grounded on the theory of Social Representations based essentially on Moscovici (2012) and also on other authors that discuss the concept as Spink (1995), Jodelet (2001), Ramos e Lessa (2010), among others; studies related textbooks in the perspective of learning and teaching, based on Cunningsworth (1984), Lajolo (1996), Coracini (1999), Soares (1999), Graves (2000), Richards (2002) e Tomlinson (2011); and the concept of mediation according to Vygtosky (1934/1984), and authors that discuss this concept, as Cole and Scribner (1984), Lantolf e Appel (1996), Wertsch, Del Rio e Avarez (1998), Lantolf (2001), Cole (2003), Daniels (2003), among others. This research is conducted according to the methodological framework of case study by Stake (1998) and it was developed in eleven schools of the public school system in four cities of the interior of Mato Grosso. Fifteen English teachers from elementary and secondary schools participated in the research. The data gathering was done by administering an online questionnaire. Based upon the questionnaire answers, the data analysis was carried out according to the Content Analysis Model by Bardin (2011). The results obtained revealed that the teachers representations point out the class textbook is an auxiliary tool, and a material of support, and that it serves to provide for activities, texts and content. Other representations revealed that the textbook is also a reference for teachers who can look for resources in it to enrich their class or to adapt teaching approaches to the needs of their students; in this perspective the textbook can be an input for the teacher to create other possibilities of instruction. Among the advantages, it was shown that the textbook offers the learner contact with the idiom reinforcing the representation that the textbook is also known as a tool that provides for such a contact. Among the limitations, the use of a textbook as the only resource in class was pointed out as limiting the learning development. In addition to this limitation another one revealed was that the textbook does not meet students needs. It was concluded that the representations identified are important for teacher education mainly regarding the use of the textbook, pointing out to the urge of promoting work that encourage the adaptation of this tool with its effective use for the development of teaching alternatives mainly directed to the students learning |
publishDate |
2014 |
dc.date.available.fl_str_mv |
2014-07-24 |
dc.date.issued.fl_str_mv |
2014-06-24 |
dc.date.accessioned.fl_str_mv |
2016-04-28T18:22:52Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Cichelero, Marli. English teachers representations of textbooks. 2014. 92 f. Dissertação (Mestrado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2014. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/13677 |
identifier_str_mv |
Cichelero, Marli. English teachers representations of textbooks. 2014. 92 f. Dissertação (Mestrado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2014. |
url |
https://tede2.pucsp.br/handle/handle/13677 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem |
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PUC-SP |
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BR |
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Lingüística |
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Pontifícia Universidade Católica de São Paulo |
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