Colaboração e ressignificação de práticas de ensino e aprendizagem de inglês na escola pública: aventuras e desventuras em uma 3ª série do ensino médio
Ano de defesa: | 2018 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Artes e Letras |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Letras
|
Departamento: |
Letras
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/15750 |
Resumo: | Studies on teaching and learning English as Additional Language (EAL) in State school (COELHO, 2005; PAIVA, 2007; TICKS, 2008; SCHERER; MOTTA-ROTH, 2015; CUNHA; STURM, 2015; PIMENTA; MOREIRA; REEDIJK, 2016) show that challenges of this task pass through questions of methodology, students’ (lack of) interest, teachers’ devaluation and low pay, insufficient workload in the discipline and so on. From this perspective, proposals of collaborative intervention in school contexts (TICKS, 2008; PASSONI, 2012; TICKS; SILVA; BRUM, 2013; SILVA, 2014) have focused on creating reflexive spaces aiming at ressignifying practices and promote emancipatory and collaborative learning. Thus, in this investigation we try to analyze the reflexive and collaborative process, developed within an English learning proposal as a socially situated activity in the State school in order to ressignify the participants’ (teacher and students) discourses and practices about English teaching and learning in this context. To do that, we initially investigated students’ representations about teaching and learning and roles of teacher and student in these processes. Then we started the implementation of the socially situated EAL learning proposal that involved practices of reading to subsidize a written production and, at the end, the production of an exemplar of the genre oral presentation in English. The learning proposal development tried to offer spaces to reflect and ressignify representations of teaching and learning and the roles of teacher and the student. The pedagogical proposal, the analysis and the reflection of the discourses produced along the process were theoretically supported by Collaborative Research (MAGALHÃES, 2002), Critical Discourse Analysis (FAIRCLOUGH, 1992; 2003), Argumentation (LEITÃO, 2009; 2011), Critical Genre Analysis (MEURER, 2002; MOTTA-ROTH, 2008b) and social theory of learning (VYGOTSKY, 1934/2001). The analysis of the initial representations of the students evidenced an English learning paradigm associated to traditional pedagogic perspectives of repetition and grammar memorization (COPE; KALANTZIS, 2015), helping to emerge teachers’ representations as learning provider/facilitator and student as receptor/beneficiary of the knowledge transmitted by the teacher, which were maintained during the process. Near the end, however, we perceived timid upholds on students’ discourses towards an awareness that English learning can happen beyond grammar memorization and that the acquired learning can be valid to other situations external to classroom. Nevertheless, these representations are still fragile because they were built within a non-continuous process, marked by many interruptions (downtimes and strikes). In the same way, these representations keep discursive echoes from Elementary school, based on repetition that could also be identified in the teachers’ practice, evidencing weaknesses and uncertainties inherent to the task of teaching in that context and giving the precise extent that to make a difference in the State school (practice) means to go through these difficulties. |
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2019-02-25T22:00:06Z2019-02-25T22:00:06Z2018-12-20http://repositorio.ufsm.br/handle/1/15750Studies on teaching and learning English as Additional Language (EAL) in State school (COELHO, 2005; PAIVA, 2007; TICKS, 2008; SCHERER; MOTTA-ROTH, 2015; CUNHA; STURM, 2015; PIMENTA; MOREIRA; REEDIJK, 2016) show that challenges of this task pass through questions of methodology, students’ (lack of) interest, teachers’ devaluation and low pay, insufficient workload in the discipline and so on. From this perspective, proposals of collaborative intervention in school contexts (TICKS, 2008; PASSONI, 2012; TICKS; SILVA; BRUM, 2013; SILVA, 2014) have focused on creating reflexive spaces aiming at ressignifying practices and promote emancipatory and collaborative learning. Thus, in this investigation we try to analyze the reflexive and collaborative process, developed within an English learning proposal as a socially situated activity in the State school in order to ressignify the participants’ (teacher and students) discourses and practices about English teaching and learning in this context. To do that, we initially investigated students’ representations about teaching and learning and roles of teacher and student in these processes. Then we started the implementation of the socially situated EAL learning proposal that involved practices of reading to subsidize a written production and, at the end, the production of an exemplar of the genre oral presentation in English. The learning proposal development tried to offer spaces to reflect and ressignify representations of teaching and learning and the roles of teacher and the student. The pedagogical proposal, the analysis and the reflection of the discourses produced along the process were theoretically supported by Collaborative Research (MAGALHÃES, 2002), Critical Discourse Analysis (FAIRCLOUGH, 1992; 2003), Argumentation (LEITÃO, 2009; 2011), Critical Genre Analysis (MEURER, 2002; MOTTA-ROTH, 2008b) and social theory of learning (VYGOTSKY, 1934/2001). The analysis of the initial representations of the students evidenced an English learning paradigm associated to traditional pedagogic perspectives of repetition and grammar memorization (COPE; KALANTZIS, 2015), helping to emerge teachers’ representations as learning provider/facilitator and student as receptor/beneficiary of the knowledge transmitted by the teacher, which were maintained during the process. Near the end, however, we perceived timid upholds on students’ discourses towards an awareness that English learning can happen beyond grammar memorization and that the acquired learning can be valid to other situations external to classroom. Nevertheless, these representations are still fragile because they were built within a non-continuous process, marked by many interruptions (downtimes and strikes). In the same way, these representations keep discursive echoes from Elementary school, based on repetition that could also be identified in the teachers’ practice, evidencing weaknesses and uncertainties inherent to the task of teaching in that context and giving the precise extent that to make a difference in the State school (practice) means to go through these difficulties.Estudos sobre o ensino e a aprendizagem de inglês como língua adicional (ILA) na escola pública (COELHO, 2005; PAIVA, 2007; TICKS, 2008; SCHERER; MOTTA-ROTH, 2015; CUNHA; STURM, 2015; PIMENTA; MOREIRA; REEDIJK, 2016) mostram que os desafios dessa tarefa perpassam questões de metodologia, (des)interesse dos alunos, desvalorização da profissão e baixa remuneração do professor, carga horária insuficiente da disciplina entre outros. Nesse cenário, propostas de intervenção colaborativa em contextos escolares (TICKS, 2008; PASSONI, 2012; TICKS; SILVA; BRUM, 2013; SILVA, 2014) têm buscado criar espaços reflexivos com vistas à ressignificação de práticas e à promoção de aprendizagens emancipatórias e colaborativamente orientadas. Assim, nesta investigação, buscamos analisar o processo reflexivo e colaborativo, desenvolvido dentro de uma proposta de ensino de ILA socialmente situada na escola pública, de modo a ressignificar os discursos e as práticas dos participantes (professor e alunos) sobre ensinar e aprender inglês nesse contexto. Para tanto, inicialmente, investigamos as representações dos alunos sobre o ensino e a aprendizagem de inglês e os papéis de professor e de aluno nesses processos. Em seguida, iniciamos o processo de implementação da proposta de ensino de ILA socialmente situada, que envolveu práticas de leitura que subsidiaram a produção escrita e, ao final, a produção de um exemplar do gênero apresentação oral em língua inglesa. O desenvolvimento da proposta de ensino buscou oferecer espaços de reflexão e ressignificação de representações sobre ensinar e aprender inglês e de papéis de professor e de aluno. A proposta pedagógica, a análise e a reflexão dos discursos produzidos ao longo do processo foram teoricamente sustentados pela Pesquisa Colaborativa (MAGALHÃES, 2002), pela Análise Crítica do Discurso (FAIRCLOGH, 1992; 2003), pela Argumentação (LEITÃO, 2009; 2011), pela Análise Crítica de Gêneros (MEURER, 2002; MOTTA-ROTH, 2008b) e pela perspectiva sociocultural de aprendizagem (VYGOTSKY, 1934/2001). A análise das representações iniciais dos participantes evidenciou um paradigma de aprendizagem da língua arraigado a perspectivas pedagógicas tradicionais de repetição e memorização gramatical (COPE; KALANTZIS, 2015), fazendo emergir papéis de professor como fornecedor/facilitador da aprendizagem e de aluno como receptor/beneficiário do conhecimento transmitido pelo professor, os quais foram mantidos no desenrolar do processo. Ao final, entretanto, percebemos movimentos tímidos no discurso dos alunos em direção à tomada de consciência de que aprender inglês pode se dar além da memorização gramatical e de que os aprendizados adquiridos se mostram válidos para outras situações externas à sala de aula. Contudo, essas representações ainda são frágeis, dado que foram construídas dentro de um processo descontinuado, marcado por inúmeras interrupções (paralisações e greves). Da mesma forma, guardam ecos do discurso do Ensino Fundamental, pautado na repetição, e que também são recuperados na prática do professor que conduziu o processo, evidenciando as fragilidades e inseguranças inerentes à tarefa de ensinar nesse contexto, mas que dão a exata medida de que fazer a diferença na escola pública significa ultrapassar todas essas dificuldades.porUniversidade Federal de Santa MariaCentro de Artes e LetrasPrograma de Pós-Graduação em LetrasUFSMBrasilLetrasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEnsino de inglês na escola públicaConcepções de ensino e de aprendizagemPapéis de professor e de alunoEnglish teaching and learning in the state schoolRepresentations of teaching and learningTeachers’ and students’ roleCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASColaboração e ressignificação de práticas de ensino e aprendizagem de inglês na escola pública: aventuras e desventuras em uma 3ª série do ensino médioCollaboration and ressignification of english teaching and learning practices in the state school: adventures and desadventures in a 3rd grade of high schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisTicks, Luciane Kirchhofhttp://lattes.cnpq.br/7272164343733019Ninin, Maria Otília Guimarãeshttp://lattes.cnpq.br/6110984441043704Bortoluzzi, Valeria Iensenhttp://lattes.cnpq.br/7524478957043991Pinton, Francieli Matzenbacherhttp://lattes.cnpq.br/1979338178408389Cabral, Sara Regina Scottahttp://lattes.cnpq.br/9037816308995897http://lattes.cnpq.br/5278228161827289Silva, Eliseu Alves da8002000000016001bb32a6c-2f0f-42ab-945d-59d8226dcb7e011885c8-0148-4b13-a6d8-574628f28dafc2ccf05b-ae79-4bcd-8f24-dcbcbc74349984560d6b-facc-442e-81e0-51222e532e0ba1aa1adc-cc50-41a0-b0e8-5ec3d636a85b0477a252-7c98-40ce-9471-79f0c31858acreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGLETRAS_2018_SILVA_ELISEU.pdfTES_PPGLETRAS_2018_SILVA_ELISEU.pdfTese de Doutoradoapplication/pdf4162247http://repositorio.ufsm.br/bitstream/1/15750/1/TES_PPGLETRAS_2018_SILVA_ELISEU.pdf4722d53c9b9df7fc5e520447ee9795e8MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Colaboração e ressignificação de práticas de ensino e aprendizagem de inglês na escola pública: aventuras e desventuras em uma 3ª série do ensino médio |
dc.title.alternative.eng.fl_str_mv |
Collaboration and ressignification of english teaching and learning practices in the state school: adventures and desadventures in a 3rd grade of high school |
title |
Colaboração e ressignificação de práticas de ensino e aprendizagem de inglês na escola pública: aventuras e desventuras em uma 3ª série do ensino médio |
spellingShingle |
Colaboração e ressignificação de práticas de ensino e aprendizagem de inglês na escola pública: aventuras e desventuras em uma 3ª série do ensino médio Silva, Eliseu Alves da Ensino de inglês na escola pública Concepções de ensino e de aprendizagem Papéis de professor e de aluno English teaching and learning in the state school Representations of teaching and learning Teachers’ and students’ role CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Colaboração e ressignificação de práticas de ensino e aprendizagem de inglês na escola pública: aventuras e desventuras em uma 3ª série do ensino médio |
title_full |
Colaboração e ressignificação de práticas de ensino e aprendizagem de inglês na escola pública: aventuras e desventuras em uma 3ª série do ensino médio |
title_fullStr |
Colaboração e ressignificação de práticas de ensino e aprendizagem de inglês na escola pública: aventuras e desventuras em uma 3ª série do ensino médio |
title_full_unstemmed |
Colaboração e ressignificação de práticas de ensino e aprendizagem de inglês na escola pública: aventuras e desventuras em uma 3ª série do ensino médio |
title_sort |
Colaboração e ressignificação de práticas de ensino e aprendizagem de inglês na escola pública: aventuras e desventuras em uma 3ª série do ensino médio |
author |
Silva, Eliseu Alves da |
author_facet |
Silva, Eliseu Alves da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ticks, Luciane Kirchhof |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7272164343733019 |
dc.contributor.referee1.fl_str_mv |
Ninin, Maria Otília Guimarães |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6110984441043704 |
dc.contributor.referee2.fl_str_mv |
Bortoluzzi, Valeria Iensen |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7524478957043991 |
dc.contributor.referee3.fl_str_mv |
Pinton, Francieli Matzenbacher |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/1979338178408389 |
dc.contributor.referee4.fl_str_mv |
Cabral, Sara Regina Scotta |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/9037816308995897 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5278228161827289 |
dc.contributor.author.fl_str_mv |
Silva, Eliseu Alves da |
contributor_str_mv |
Ticks, Luciane Kirchhof Ninin, Maria Otília Guimarães Bortoluzzi, Valeria Iensen Pinton, Francieli Matzenbacher Cabral, Sara Regina Scotta |
dc.subject.por.fl_str_mv |
Ensino de inglês na escola pública Concepções de ensino e de aprendizagem Papéis de professor e de aluno |
topic |
Ensino de inglês na escola pública Concepções de ensino e de aprendizagem Papéis de professor e de aluno English teaching and learning in the state school Representations of teaching and learning Teachers’ and students’ role CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
English teaching and learning in the state school Representations of teaching and learning Teachers’ and students’ role |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
Studies on teaching and learning English as Additional Language (EAL) in State school (COELHO, 2005; PAIVA, 2007; TICKS, 2008; SCHERER; MOTTA-ROTH, 2015; CUNHA; STURM, 2015; PIMENTA; MOREIRA; REEDIJK, 2016) show that challenges of this task pass through questions of methodology, students’ (lack of) interest, teachers’ devaluation and low pay, insufficient workload in the discipline and so on. From this perspective, proposals of collaborative intervention in school contexts (TICKS, 2008; PASSONI, 2012; TICKS; SILVA; BRUM, 2013; SILVA, 2014) have focused on creating reflexive spaces aiming at ressignifying practices and promote emancipatory and collaborative learning. Thus, in this investigation we try to analyze the reflexive and collaborative process, developed within an English learning proposal as a socially situated activity in the State school in order to ressignify the participants’ (teacher and students) discourses and practices about English teaching and learning in this context. To do that, we initially investigated students’ representations about teaching and learning and roles of teacher and student in these processes. Then we started the implementation of the socially situated EAL learning proposal that involved practices of reading to subsidize a written production and, at the end, the production of an exemplar of the genre oral presentation in English. The learning proposal development tried to offer spaces to reflect and ressignify representations of teaching and learning and the roles of teacher and the student. The pedagogical proposal, the analysis and the reflection of the discourses produced along the process were theoretically supported by Collaborative Research (MAGALHÃES, 2002), Critical Discourse Analysis (FAIRCLOUGH, 1992; 2003), Argumentation (LEITÃO, 2009; 2011), Critical Genre Analysis (MEURER, 2002; MOTTA-ROTH, 2008b) and social theory of learning (VYGOTSKY, 1934/2001). The analysis of the initial representations of the students evidenced an English learning paradigm associated to traditional pedagogic perspectives of repetition and grammar memorization (COPE; KALANTZIS, 2015), helping to emerge teachers’ representations as learning provider/facilitator and student as receptor/beneficiary of the knowledge transmitted by the teacher, which were maintained during the process. Near the end, however, we perceived timid upholds on students’ discourses towards an awareness that English learning can happen beyond grammar memorization and that the acquired learning can be valid to other situations external to classroom. Nevertheless, these representations are still fragile because they were built within a non-continuous process, marked by many interruptions (downtimes and strikes). In the same way, these representations keep discursive echoes from Elementary school, based on repetition that could also be identified in the teachers’ practice, evidencing weaknesses and uncertainties inherent to the task of teaching in that context and giving the precise extent that to make a difference in the State school (practice) means to go through these difficulties. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-12-20 |
dc.date.accessioned.fl_str_mv |
2019-02-25T22:00:06Z |
dc.date.available.fl_str_mv |
2019-02-25T22:00:06Z |
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.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/15750 |
url |
http://repositorio.ufsm.br/handle/1/15750 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
800200000001 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
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openAccess |
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Universidade Federal de Santa Maria Centro de Artes e Letras |
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Programa de Pós-Graduação em Letras |
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UFSM |
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Brasil |
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Universidade Federal de Santa Maria Centro de Artes e Letras |
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UFSM |
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