O inglês e seu ensino na escola pública : os sentidos atribuídos pelos professores

• Ano de defesa: 2019
• Autor(a) principal: Bernardo, Aline Cajé
• Orientador(a): Charlot, Bernard
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação; Ensino de língua inglesa; Escolas públicas; Professores de inglês; Inglês; Relação com o saber; Sentido
• Palavras-chave em Inglês: English language; Relation to knowledge; Sense; English teachers; Public schools
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/11387

The English language is the most widely taught additional language in the world and it has become a mandatory subject in Brazilian schools recently (BRAZIL, 2016). English teaching literature reports that there are problems with its teaching and that the Brazilian proficiency level in this language is one of the lowest in the world. (ALMEIDA FILHO, 2003; LEFFA, 2016). The national curriculum orientations have emphasized the teaching of a foreign language for the development of citizenship, but this does not mean to discard the teaching of specific contents and its linguistic elements. Knowing how teachers have the command of the contents and how they categorize them is a relevant issue for teacher development. Researches on teacher knowledge have focused on the knowledge that teachers mobilize in their profession and few are the studies that emphasize the knowledge about the content they teach (SHULMAN, 2004). This research had the purpose of understanding, in the perspective of the teachers, what is the English taught at elementary public schools and what are the senses the teachers assign to its teaching. In order to do so, it was grounded on Relation to Knowledge theory (CHARLOT, 2000; 2005). This theory aims at understanding how the subject assigns sense to his own experience in his relation with the world, with himself and with others. The concepts of Pedagogical Content Knowledge (SHULMAN, 2004) and school subject (CHERVEL, 1990) also formed its theoretical framework. It is a qualitative research aligned with the Comprehensive Sociology of Max Weber. The participants were 35 elementary school English teachers from public schools in the state of Sergipe. The data collection instruments were English teaching balances, adapted from the “Bilan de Savoir” (CHARLOT 2000); semistructured interviews and class observations. It was observed that English as teaching object is shaped by the linguistic elements, following the logic of the “reflection about the language” in its formal aspects. English language taught is characterized by the teacher as being basic or rough, since content simplification is carried out. This is attributed to the insufficiency of time and resource, as well as to the lack of interest and poor background by the pupils. The senses teachers assign to English teaching shape the contents they teach and are established according to their relation with the the work conditions; by the understanding about their role as teachers and by the representations they have about the public school pupils, therefore, by their relation with the world, with themselves and with others.________________________________________________________________________________________________________________________________