Ciência com Fronteiras: o francês para fins de mobilidade acadêmica internacional no Instituto Federal do Maranhão

Detalhes bibliográficos
Ano de defesa: 2019
Autor(a) principal: Souza, Vilton Soares de lattes
Orientador(a): Brait, Elisabeth
Banca de defesa: Não Informado pela instituição
Tipo de documento: Tese
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: Faculdade de Filosofia, Comunicação, Letras e Artes
País: Brasil
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://tede2.pucsp.br/handle/handle/22007
Resumo: This thesis aims to show that it is possible to better prepare the students from IFMA for academic mobility in France, considering the linguistic-enunciative-discursive needs of students who have already experienced the exchange through the Science without Borders program (Ciências Sem Fronteiras) and as a consequence to reflect future offers of French courses for international academic mobility in IFMA. The general objective, therefore, is to present didactic reflections on French teaching and learning for international academic mobility, from a dialogic perspective, based on the experience of IFMA students at French universities. In order to achieve our general objective, the following research question needs to be answered: how can a teaching-learning proposal of French, in the dialogic perspective, respond to the needs of the IFMA exchange students at the French university? To reach this answer, one needs to know: (a) From the point of view of the Brazilian exchange students, what are the main linguistic-enunciative-discursive needs experienced in French universities? and (b) How does a didactic practice focusing on the language as an interaction contribute to the Brazilian programs of international academic mobility? This thesis dialogues with the theoretical and methodological perspective of Bakhtin and the Circle, known as a dialogical perspective, and on the prototypical didactic procedure of French for Academic Purposes (FOU). The context covered is that of professional education in Brazil, based on the Federal Institute of Maranhão – IFMA and the linguistic-enunciative-discursive needs felt by the students in French universities, which must emerge from the analysis of the speeches of the IFMA exchangers by the Science Without Borders program in France. The participants are the professor/researcher and the six students, who experienced the exchange experience in France. The selected corpus covers the period from 2011 to 2017. We applied a questionnaire to the students using the SurveyMonkey platform. The questionnaire along with its answers formed the starting point of the corpus. In addition to the questionnaire, the corpus is composed of an interview (questions and answers) with the purpose of clarifying and/or amplifying the answers of the questionnaire. The results point out obstacles in the integration of the Brazilian students in the French university in three inseparable levels: Linguistic, Enunciative and Discursive. Therefore, the needs are linked to the non-sharing of the French language-culture in use and the non-active understanding of the statements; which leads to the emergence of problems in the construction of knowledge. In order to address this issue, it is necessary to construct didactic practices that enable Brazilian students to become agents of language, intercultural agents, and thus allow them to learn to learn in another way. In the end, the student must be able to exist/act in the academic sphere as a result of an active understanding of the French language
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spelling Brait, Elisabethhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4733098A3Souza, Vilton Soares de2019-03-19T12:31:57Z2019-02-21Souza , Vilton Soares de. Ciência com Fronteiras: o francês para fins de mobilidade acadêmica internacional no Instituto Federal do Maranhão. 2019. 297 f. Tese (Doutorado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.https://tede2.pucsp.br/handle/handle/22007This thesis aims to show that it is possible to better prepare the students from IFMA for academic mobility in France, considering the linguistic-enunciative-discursive needs of students who have already experienced the exchange through the Science without Borders program (Ciências Sem Fronteiras) and as a consequence to reflect future offers of French courses for international academic mobility in IFMA. The general objective, therefore, is to present didactic reflections on French teaching and learning for international academic mobility, from a dialogic perspective, based on the experience of IFMA students at French universities. In order to achieve our general objective, the following research question needs to be answered: how can a teaching-learning proposal of French, in the dialogic perspective, respond to the needs of the IFMA exchange students at the French university? To reach this answer, one needs to know: (a) From the point of view of the Brazilian exchange students, what are the main linguistic-enunciative-discursive needs experienced in French universities? and (b) How does a didactic practice focusing on the language as an interaction contribute to the Brazilian programs of international academic mobility? This thesis dialogues with the theoretical and methodological perspective of Bakhtin and the Circle, known as a dialogical perspective, and on the prototypical didactic procedure of French for Academic Purposes (FOU). The context covered is that of professional education in Brazil, based on the Federal Institute of Maranhão – IFMA and the linguistic-enunciative-discursive needs felt by the students in French universities, which must emerge from the analysis of the speeches of the IFMA exchangers by the Science Without Borders program in France. The participants are the professor/researcher and the six students, who experienced the exchange experience in France. The selected corpus covers the period from 2011 to 2017. We applied a questionnaire to the students using the SurveyMonkey platform. The questionnaire along with its answers formed the starting point of the corpus. In addition to the questionnaire, the corpus is composed of an interview (questions and answers) with the purpose of clarifying and/or amplifying the answers of the questionnaire. The results point out obstacles in the integration of the Brazilian students in the French university in three inseparable levels: Linguistic, Enunciative and Discursive. Therefore, the needs are linked to the non-sharing of the French language-culture in use and the non-active understanding of the statements; which leads to the emergence of problems in the construction of knowledge. In order to address this issue, it is necessary to construct didactic practices that enable Brazilian students to become agents of language, intercultural agents, and thus allow them to learn to learn in another way. In the end, the student must be able to exist/act in the academic sphere as a result of an active understanding of the French languageNesta tese, considera-se possível preparar melhor os estudantes do IFMA para a mobilidade acadêmica na França, levando em consideração as necessidades linguístico-enunciativo-discursivas emersas dos estudantes que já vivenciaram o intercâmbio pelo programa Ciência sem Fronteiras, e, como consequência, refletir didaticamente sobre futuras ofertas de cursos de francês para fins de mobilidade acadêmica internacional no IFMA. O objetivo geral, portanto, é apresentar reflexões didáticas sobre o ensino-aprendizagem do francês para a mobilidade acadêmica internacional, na perspectiva dialógica, com base na experiência de estudantes do IFMA em universidades francesas. O objetivo geral, para ser alcançado, implica a seguinte pergunta de pesquisa: como uma proposta de ensino-aprendizagem de francês, na perspectiva dialógica, pode responder às necessidades dos intercambistas do IFMA na universidade francesa? Para construir essa resposta, precisa-se saber: (a) Do ponto de vista dos intercambistas brasileiros, quais são as principais necessidades linguístico-enunciativo-discursivas vividas na esfera universitária francesa? e (b) De que forma uma prática didática com foco na língua como interação pode contribuir com os programas brasileiros de mobilidade acadêmica internacional? O recorte teórico está fundamentado na perspectiva teórico-metodológica de Bakhtin e o Círculo, conhecida como perspectiva dialógica e no procedimento didático prototípico do Francês com Objetivo Universitário – FOU. O contexto abordado é o do ensino profissional no Brasil, com base no Instituto Federal do Maranhão – IFMA, e das necessidades linguístico-enunciativo-discursivas sentidas pelos estudantes na esfera universitária francesa, que devem emergir da análise dos discursos dos intercambistas do IFMA pelo Programa Ciência sem Fronteiras na França. Os participantes são o professor-pesquisador e os seis estudantes, que vivenciaram a experiência de intercâmbio na França. O corpus selecionado envolve o período de 2011 a 2017. Foi aplicado inicialmente um questionário aos seis estudantes via plataforma digital SurveyMonkey, ponto de partida do estabelecimento do corpus, assim como as respostas dele derivadas. Além do questionário, o corpus é composto por uma entrevista (perguntas e respostas) com o objetivo de esclarecer e/ou ampliar as respostas do questionário. Os resultados apontam óbices na integração dos estudantes brasileiros na universidade francesa em três planos, inseparáveis, linguístico-enunciativo-discursivo. Portanto, as necessidades ligam-se ao não compartilhamento da língua-cultura francesa em uso e à compreensão não ativa dos enunciados; o que faz emergir fronteiras para a construção do conhecimento. Em resposta, é necessário construir práticas didáticas que possibilitem aos estudantes brasileiros tornarem-se agentes de linguagem, agentes interculturais e, assim, permitir que eles aprendam a aprender de outra forma. Ao final, o aluno deve poder existir-agir na esfera acadêmica com e graças à língua francesaCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/48491/Vilton%20Soares%20de%20Souza.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBrasilFaculdade de Filosofia, Comunicação, Letras e ArtesInstituto Federal de Educação, Ciência e Tecnologia do Maranhão (IFMA)Perspectiva DialógicaCiência sem Fronteira (Programa)Língua francesa - Estudo e ensino - Finalidades específicasDialogical perspectiveFrench language - Study and teaching - specific purposesCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADACiência com Fronteiras: o francês para fins de mobilidade acadêmica internacional no Instituto Federal do Maranhãoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTVilton Soares de Souza.pdf.txtVilton Soares de Souza.pdf.txtExtracted texttext/plain747294https://repositorio.pucsp.br/xmlui/bitstream/handle/22007/4/Vilton%20Soares%20de%20Souza.pdf.txtd26077fadbd8c0f89a07146941ffb0c2MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv Ciência com Fronteiras: o francês para fins de mobilidade acadêmica internacional no Instituto Federal do Maranhão
title Ciência com Fronteiras: o francês para fins de mobilidade acadêmica internacional no Instituto Federal do Maranhão
spellingShingle Ciência com Fronteiras: o francês para fins de mobilidade acadêmica internacional no Instituto Federal do Maranhão
Souza, Vilton Soares de
Instituto Federal de Educação, Ciência e Tecnologia do Maranhão (IFMA)
Perspectiva Dialógica
Ciência sem Fronteira (Programa)
Língua francesa - Estudo e ensino - Finalidades específicas
Dialogical perspective
French language - Study and teaching - specific purposes
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
title_short Ciência com Fronteiras: o francês para fins de mobilidade acadêmica internacional no Instituto Federal do Maranhão
title_full Ciência com Fronteiras: o francês para fins de mobilidade acadêmica internacional no Instituto Federal do Maranhão
title_fullStr Ciência com Fronteiras: o francês para fins de mobilidade acadêmica internacional no Instituto Federal do Maranhão
title_full_unstemmed Ciência com Fronteiras: o francês para fins de mobilidade acadêmica internacional no Instituto Federal do Maranhão
title_sort Ciência com Fronteiras: o francês para fins de mobilidade acadêmica internacional no Instituto Federal do Maranhão
author Souza, Vilton Soares de
author_facet Souza, Vilton Soares de
author_role author
dc.contributor.advisor1.fl_str_mv Brait, Elisabeth
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4733098A3
dc.contributor.author.fl_str_mv Souza, Vilton Soares de
contributor_str_mv Brait, Elisabeth
dc.subject.por.fl_str_mv Instituto Federal de Educação, Ciência e Tecnologia do Maranhão (IFMA)
Perspectiva Dialógica
Ciência sem Fronteira (Programa)
Língua francesa - Estudo e ensino - Finalidades específicas
topic Instituto Federal de Educação, Ciência e Tecnologia do Maranhão (IFMA)
Perspectiva Dialógica
Ciência sem Fronteira (Programa)
Língua francesa - Estudo e ensino - Finalidades específicas
Dialogical perspective
French language - Study and teaching - specific purposes
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
dc.subject.eng.fl_str_mv Dialogical perspective
French language - Study and teaching - specific purposes
dc.subject.cnpq.fl_str_mv CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
description This thesis aims to show that it is possible to better prepare the students from IFMA for academic mobility in France, considering the linguistic-enunciative-discursive needs of students who have already experienced the exchange through the Science without Borders program (Ciências Sem Fronteiras) and as a consequence to reflect future offers of French courses for international academic mobility in IFMA. The general objective, therefore, is to present didactic reflections on French teaching and learning for international academic mobility, from a dialogic perspective, based on the experience of IFMA students at French universities. In order to achieve our general objective, the following research question needs to be answered: how can a teaching-learning proposal of French, in the dialogic perspective, respond to the needs of the IFMA exchange students at the French university? To reach this answer, one needs to know: (a) From the point of view of the Brazilian exchange students, what are the main linguistic-enunciative-discursive needs experienced in French universities? and (b) How does a didactic practice focusing on the language as an interaction contribute to the Brazilian programs of international academic mobility? This thesis dialogues with the theoretical and methodological perspective of Bakhtin and the Circle, known as a dialogical perspective, and on the prototypical didactic procedure of French for Academic Purposes (FOU). The context covered is that of professional education in Brazil, based on the Federal Institute of Maranhão – IFMA and the linguistic-enunciative-discursive needs felt by the students in French universities, which must emerge from the analysis of the speeches of the IFMA exchangers by the Science Without Borders program in France. The participants are the professor/researcher and the six students, who experienced the exchange experience in France. The selected corpus covers the period from 2011 to 2017. We applied a questionnaire to the students using the SurveyMonkey platform. The questionnaire along with its answers formed the starting point of the corpus. In addition to the questionnaire, the corpus is composed of an interview (questions and answers) with the purpose of clarifying and/or amplifying the answers of the questionnaire. The results point out obstacles in the integration of the Brazilian students in the French university in three inseparable levels: Linguistic, Enunciative and Discursive. Therefore, the needs are linked to the non-sharing of the French language-culture in use and the non-active understanding of the statements; which leads to the emergence of problems in the construction of knowledge. In order to address this issue, it is necessary to construct didactic practices that enable Brazilian students to become agents of language, intercultural agents, and thus allow them to learn to learn in another way. In the end, the student must be able to exist/act in the academic sphere as a result of an active understanding of the French language
publishDate 2019
dc.date.accessioned.fl_str_mv 2019-03-19T12:31:57Z
dc.date.issued.fl_str_mv 2019-02-21
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/doctoralThesis
format doctoralThesis
status_str publishedVersion
dc.identifier.citation.fl_str_mv Souza , Vilton Soares de. Ciência com Fronteiras: o francês para fins de mobilidade acadêmica internacional no Instituto Federal do Maranhão. 2019. 297 f. Tese (Doutorado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/22007
identifier_str_mv Souza , Vilton Soares de. Ciência com Fronteiras: o francês para fins de mobilidade acadêmica internacional no Instituto Federal do Maranhão. 2019. 297 f. Tese (Doutorado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.
url https://tede2.pucsp.br/handle/handle/22007
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dc.publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.publisher.program.fl_str_mv Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
dc.publisher.initials.fl_str_mv PUC-SP
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Faculdade de Filosofia, Comunicação, Letras e Artes
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
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repository.name.fl_str_mv Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)
repository.mail.fl_str_mv bngkatende@pucsp.br||rapassi@pucsp.br
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