O agir representado nos discursos de professores sobre o ensino e aprendizagem de língua inglesa
This qualitative interpretative work (DENZIN; LINCOLN, 2006, MOITA LOPES, 1994), in Interactionism Socio-discoursive perspective (BRONCKART, 2006; 2008; 2012 and followers) attempted to investigate two teachers‟ discourse acts on the English language teaching-learning process in a second semester of...
| Autor principal: | Silva, Taynan Paz Ribeiro da |
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| Formato: | Dissertação |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2019
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/4007 |
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| Resumo: |
This qualitative interpretative work (DENZIN; LINCOLN, 2006, MOITA LOPES, 1994), in Interactionism Socio-discoursive perspective (BRONCKART, 2006; 2008; 2012 and followers) attempted to investigate two teachers‟ discourse acts on the English language teaching-learning process in a second semester of a Portuguese-English languages teaching course, of a public university. Specifically, the study investigated the following aspects: 1) how teachers manage with their own classes to develop skills of oral production, writing, reading and grammar, 2) analyze the teachers' perceptions about the development of the students in their classes and 3) analyze the participants‟ reflections about the expectations and the challenges they face in the learning and teaching activity in the English Language. Data generation was carried out by means of self autoconfrontation (SC) and crossed-autoconfrontation (CA) sessions (CLOT, 2007; 2010) with two teachers who teach classes of English Language 2, in November and December 2017. Research data analysis is mainly constitued by the transcription of CA. CA analyses was based on SDI textual analytical categories such as the context of production, organizational, ennunciative and semantic levels of participant teachers‟ represented discourse actions. Research results pointed to that teachers act in their respective classes in order to promote a conducive place to the development of abilities related to the English teaching activity and that this act is permeated by the constant relationship with the other actants to whom their actions are directed. The teachers‟ actions can be defined as teleological, norm-regulated and dramaturgical actions, besides they presenting the individual and collective action, in which the first one is responsible for the kind of action that mobilizes their integral being, and the second one in turn is shared with five actants: I) collective action concerning the participating teachers; II) collective action concerning the English teachers of the course; III) collective action concerning the teachers of the course of the university; IV) collective action concerning the teacher in a generic way; V) collective action concerning the teacher and his students. In addition, the teaching activity is mediated by material and symbolic instruments (theories, textbooks, teaching plans, multimedia or technological materials), which may also conflict with the teacher's objectives and their prescriptions. However those difficulties allow teachers to develop their own learning and skills, as well as improve the typifications of their teaching activity. The thematic of this work is relevant due to its contributions to the increasing demand related to the way language teacher educators deal with the English language teaching-learning process, as well as it tries to contribute in the teaching activity comprehension concerning different aspects that constitute this métier. |
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