Manuais do professor do ensino médio: imagens discursivas de professor e de ensino de ELE

• Ano de defesa: 2010
• Autor(a) principal: Alves, Raabe Costa
• Orientador(a): Daher, Maria Del Carmen Fátima González
• Banca de defesa: Sant'anna, Vera Lucia de Albuquerque , Freitas, Luciana Maria Almeida de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Centro de Educação e Humanidades::Instituto de Letras
• País: BR
• Palavras-chave em Português: Análise do discurso; Material didático; Língua espanhola (ensino médio); Professores de línguas; Manuais do professor; Dialogismo; Ensino de espanhol
• Palavras-chave em Inglês: Discourse analysis; Teacher s manuals; Dialogism. Spanish teaching
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://www.bdtd.uerj.br/handle/1/6259

This thesis investigates documents that systematize the work of teachers, among them the teacher s guide, which organizes the teaching activity with a textbook. The dissertation examines teacher's manuals of the Spanish books selected by the Brazilian MEC to be distributed to teachers in 2005, according to the law 11 161, which imposes the teaching of Spanish language in high schools across the country. The main purpose was to identify the discursive images of teachers and the teaching of Spanish as a foreign language built into them. The theoretical foundations here adopted come from the analysis of speech based on enunciation, as well as the concepts of dialogism (Bakhtin, 1979) and polyphony (Bakhtin, 1979; Ducrot, 1987). The results in these manuals point at the construction of teacher s images such as: one that needs to be guided in his task, who is unable to make choices in the classroom; a teacher receiving orders; outdated with the current teaching methodologies, thus in need of professional development. There is still a teacher seeking instructions to facilitate his work. In that which concerns the vision of language, we find a manual that emphasizes working with reading, based on a conception that emphasizes discursive aspects; and others who claim to follow the communicative approach, focused on the language used, however adopt procedures oriented in a conception of language as a structure, and / or blend both perspectives