Desestabilizando sociabilidades em uma sala de aula de língua inglesa de uma escola pública
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| Hlavní autor: | |
|---|---|
| Datum vydání: | 2016 |
| Médium: | Master thesis |
| Jazyk: | por |
| Zdroj: | Repositório Institucional da UFG |
| Download full: | http://repositorio.bc.ufg.br/tede/handle/tede/5657 |
Shrnutí: | Much of the discourse concerning English teaching as a foreign language in the public school deals with failure. The reasons given range from problems with human resources, such as poor teacher training and students without basic literacies for language learning (JORDÃO, 2010), to structural and financial factors. In this scenario, I believe that, when we, as English teachers, merely have linguistic goals, regardless of the discursive ones, the sense of failure and impotence intensifies. Therefore, I sought to do a study, grounded on Critical Applied Linguistics, in a 6th grade classroom at a public school in Goiânia in order to create engagement moments and to destabilize sociabilities, understood as discursive positions (MOITA LOPES; FABRÍCIO, 2013), which have been crystallized over time in relation to issues such as family, race, gender and social classes. I worked as a teacher researcher and my aims were to analyze: 1) 6th grade students’engagement in critical English classes at a public school; 2) the destabilization moments during interactions driven by the activities proposed; 3) my experience with the critical work. This study is based on postmodernism to demonstrate how truths and totalities went through a crisis and how it was reflected in questions of knowledge, reaching the curricular studies. In this sense, this study was guided by theorizations about curriculum (SILVA, 2000; PARAÍSO, 2004; HENNING, 2009; LOPES, 2013) and critical literacy and multimodalities as new possibilities for language teaching in Brazil (COPE; KALANTZIS, 2005; MENEZES DE SOUZA, 2011; DUBOC, 2012; JORDÃO, 2013; ZACCHI, 2014).The participants who took part in this study were 11 male students and 7 female students, and the data were generated in 25 classes in the second half of 2014. The research instruments were questionnaires, audio-recording of classroom interactions, students’ work, a diary written by me and a final interview. The research is qualitative and is configured as a case study of autoethnographic nature. In the analysis, I could see that most students demonstrated greater engagement in activities of visual and multi-modal meanings, as well as in collective productions. In regard to the destabilizing moments, they occurred discreetly, given the power of crystallized speeches on the topics focused on. Concerning my practice, I believe I could cause destabilization moments, but on several occasions, I perpetuated hegemonic standards or failed to discuss important issues, which I believe to be part of this critical work that I am learning to construct. With regard to oral and written issues, I realized that, even resorting to Portuguese during the oral practice, it is possible to instigate students to think about social issues in English. The use of English language occurred more broadly in individual written assignments. By comparing the positions of the group at the beginning and at the end of the study, I realized that most participants showed satisfaction when dealing with critical issues during English classes. Moreover, most of them realized that "learning" the target language and "discussing" social aspects can happen simultaneously. Overall, the analysis suggests that a critical work can be done in basic education with promising results. |
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| author | Hoelzle, Maria José Lacerda Rodrigues |
| author_browse | Hoelzle, Maria José Lacerda Rodrigues |
| author_facet | Hoelzle, Maria José Lacerda Rodrigues |
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| collection | Repositório Institucional da UFG |
| contributor_str_mv | Pessoa, Rosane Rocha Pessoa, Rosane Rocha Duboc, Ana Paula Martinez Figueredo, Carla Janaina Mastrella-de-Andrade, Mariana Rosa |
| dc.contributor.advisor1.fl_str_mv | Pessoa, Rosane Rocha |
| dc.contributor.advisor1Lattes.fl_str_mv | http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4793237D7 |
| dc.contributor.author.fl_str_mv | Hoelzle, Maria José Lacerda Rodrigues |
| dc.contributor.authorLattes.fl_str_mv | http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8729951J5 |
| dc.contributor.referee1.fl_str_mv | Pessoa, Rosane Rocha |
| dc.contributor.referee2.fl_str_mv | Duboc, Ana Paula Martinez |
| dc.contributor.referee3.fl_str_mv | Figueredo, Carla Janaina |
| dc.contributor.referee4.fl_str_mv | Mastrella-de-Andrade, Mariana Rosa |
| dc.date.accessioned.fl_str_mv | 2016-06-09T11:23:23Z |
| dc.date.issued.fl_str_mv | 2016-03-01 |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.citation.fl_str_mv | HOELZLE, M. J. L. R. Desestabilizando sociabilidades em uma sala de aula de língua inglesa de uma escola pública. 2016. 173 f. Dissertação ( Dissertação em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2016. |
| dc.identifier.uri.fl_str_mv | http://repositorio.bc.ufg.br/tede/handle/tede/5657 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.country.fl_str_mv | Brasil |
| dc.publisher.department.fl_str_mv | Faculdade de Letras - FL (RG) |
| dc.publisher.initials.fl_str_mv | UFG |
| dc.publisher.none.fl_str_mv | Universidade Federal de Goiás |
| dc.publisher.program.fl_str_mv | Programa de Pós-graduação em Letras e Linguística (FL) |
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| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
| dc.subject.cnpq.fl_str_mv | LINGUISTICA, LETRAS E ARTES |
| dc.subject.por.fl_str_mv | Linguística aplicada crítica Ensino de inglês Escola pública Critical applied linguistics English teaching Public school |
| dc.title.alternative.eng.fl_str_mv | Destabilizing sociabilities in an english language classroom in a public school |
| dc.title.por.fl_str_mv | Desestabilizando sociabilidades em uma sala de aula de língua inglesa de uma escola pública |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
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| description | Much of the discourse concerning English teaching as a foreign language in the public school deals with failure. The reasons given range from problems with human resources, such as poor teacher training and students without basic literacies for language learning (JORDÃO, 2010), to structural and financial factors. In this scenario, I believe that, when we, as English teachers, merely have linguistic goals, regardless of the discursive ones, the sense of failure and impotence intensifies. Therefore, I sought to do a study, grounded on Critical Applied Linguistics, in a 6th grade classroom at a public school in Goiânia in order to create engagement moments and to destabilize sociabilities, understood as discursive positions (MOITA LOPES; FABRÍCIO, 2013), which have been crystallized over time in relation to issues such as family, race, gender and social classes. I worked as a teacher researcher and my aims were to analyze: 1) 6th grade students’engagement in critical English classes at a public school; 2) the destabilization moments during interactions driven by the activities proposed; 3) my experience with the critical work. This study is based on postmodernism to demonstrate how truths and totalities went through a crisis and how it was reflected in questions of knowledge, reaching the curricular studies. In this sense, this study was guided by theorizations about curriculum (SILVA, 2000; PARAÍSO, 2004; HENNING, 2009; LOPES, 2013) and critical literacy and multimodalities as new possibilities for language teaching in Brazil (COPE; KALANTZIS, 2005; MENEZES DE SOUZA, 2011; DUBOC, 2012; JORDÃO, 2013; ZACCHI, 2014).The participants who took part in this study were 11 male students and 7 female students, and the data were generated in 25 classes in the second half of 2014. The research instruments were questionnaires, audio-recording of classroom interactions, students’ work, a diary written by me and a final interview. The research is qualitative and is configured as a case study of autoethnographic nature. In the analysis, I could see that most students demonstrated greater engagement in activities of visual and multi-modal meanings, as well as in collective productions. In regard to the destabilizing moments, they occurred discreetly, given the power of crystallized speeches on the topics focused on. Concerning my practice, I believe I could cause destabilization moments, but on several occasions, I perpetuated hegemonic standards or failed to discuss important issues, which I believe to be part of this critical work that I am learning to construct. With regard to oral and written issues, I realized that, even resorting to Portuguese during the oral practice, it is possible to instigate students to think about social issues in English. The use of English language occurred more broadly in individual written assignments. By comparing the positions of the group at the beginning and at the end of the study, I realized that most participants showed satisfaction when dealing with critical issues during English classes. Moreover, most of them realized that "learning" the target language and "discussing" social aspects can happen simultaneously. Overall, the analysis suggests that a critical work can be done in basic education with promising results. |
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| identifier_str_mv | HOELZLE, M. J. L. R. Desestabilizando sociabilidades em uma sala de aula de língua inglesa de uma escola pública. 2016. 173 f. Dissertação ( Dissertação em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2016. |
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| publishDate | 2016 |
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| spelling | Pessoa, Rosane Rochahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4793237D7Pessoa, Rosane RochaDuboc, Ana Paula MartinezFigueredo, Carla JanainaMastrella-de-Andrade, Mariana Rosahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8729951J5Hoelzle, Maria José Lacerda Rodrigues2016-06-09T11:23:23Z2016-03-01HOELZLE, M. J. L. R. Desestabilizando sociabilidades em uma sala de aula de língua inglesa de uma escola pública. 2016. 173 f. Dissertação ( Dissertação em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2016.http://repositorio.bc.ufg.br/tede/handle/tede/5657Much of the discourse concerning English teaching as a foreign language in the public school deals with failure. The reasons given range from problems with human resources, such as poor teacher training and students without basic literacies for language learning (JORDÃO, 2010), to structural and financial factors. In this scenario, I believe that, when we, as English teachers, merely have linguistic goals, regardless of the discursive ones, the sense of failure and impotence intensifies. Therefore, I sought to do a study, grounded on Critical Applied Linguistics, in a 6th grade classroom at a public school in Goiânia in order to create engagement moments and to destabilize sociabilities, understood as discursive positions (MOITA LOPES; FABRÍCIO, 2013), which have been crystallized over time in relation to issues such as family, race, gender and social classes. I worked as a teacher researcher and my aims were to analyze: 1) 6th grade students’engagement in critical English classes at a public school; 2) the destabilization moments during interactions driven by the activities proposed; 3) my experience with the critical work. This study is based on postmodernism to demonstrate how truths and totalities went through a crisis and how it was reflected in questions of knowledge, reaching the curricular studies. In this sense, this study was guided by theorizations about curriculum (SILVA, 2000; PARAÍSO, 2004; HENNING, 2009; LOPES, 2013) and critical literacy and multimodalities as new possibilities for language teaching in Brazil (COPE; KALANTZIS, 2005; MENEZES DE SOUZA, 2011; DUBOC, 2012; JORDÃO, 2013; ZACCHI, 2014).The participants who took part in this study were 11 male students and 7 female students, and the data were generated in 25 classes in the second half of 2014. The research instruments were questionnaires, audio-recording of classroom interactions, students’ work, a diary written by me and a final interview. The research is qualitative and is configured as a case study of autoethnographic nature. In the analysis, I could see that most students demonstrated greater engagement in activities of visual and multi-modal meanings, as well as in collective productions. In regard to the destabilizing moments, they occurred discreetly, given the power of crystallized speeches on the topics focused on. Concerning my practice, I believe I could cause destabilization moments, but on several occasions, I perpetuated hegemonic standards or failed to discuss important issues, which I believe to be part of this critical work that I am learning to construct. With regard to oral and written issues, I realized that, even resorting to Portuguese during the oral practice, it is possible to instigate students to think about social issues in English. The use of English language occurred more broadly in individual written assignments. By comparing the positions of the group at the beginning and at the end of the study, I realized that most participants showed satisfaction when dealing with critical issues during English classes. Moreover, most of them realized that "learning" the target language and "discussing" social aspects can happen simultaneously. Overall, the analysis suggests that a critical work can be done in basic education with promising results.Grande parte dos discursos sobre o ensino de inglês como língua estrangeira na escola pública é de fracasso. As causas apontadas oscilam de problemas com recursos humanos, como a precária formação de professores/as e alunos/as sem os letramentos fundamentais para o aprendizado de línguas (JORDÃO, 2010), a fatores estruturais e financeiros. Nesse cenário, acredito que, quando nós, professores/as de inglês, nos pautamos por objetivos meramente linguísticos, sem levar em conta os fins discursivos, a sensação de fracasso e impotência se intensifica. Assim, busquei realizar uma pesquisa, na perspectiva da Linguística Aplicada Crítica, em uma turma de 6º ano de uma escola pública da cidade de Goiânia, com o intuito de criar momentos de engajamento e de desnaturalizar as sociabilidades, entendidas como posicionamentos discursivos (MOITA LOPES; FABRÍCIO, 2013), que se cristalizaram ao longo do tempo em relação a temas como família, raça, gênero e classes sociais. Atuei como professora pesquisadora e tive como objetivos analisar: 1) o engajamento de estudantes de 6º ano em aulas críticas de Língua Inglesa em uma escola pública; 2) os momentos de desestabilização durante as interações impulsionadas pelas atividades propostas; 3) minha experiência com o trabalho crítico. O estudo se fundamenta no pós-modernismo para demonstrar como verdades e totalidades entraram em crise e como isso se refletiu nas questões do conhecimento, alcançando os estudos curriculares. Nessa direção, o embasamento teórico deste estudo pautou-se pelas teorizações sobre currículo (SILVA, 2000; PARAÍSO, 2004; HENNING, 2009; LOPES, 2013) e sobre letramento crítico e multimodalidades como novas possibilidades para o ensino de línguas no Brasil (COPE; KALANTZIS, 2005; MENEZES DE SOUZA, 2011; DUBOC, 2012; JORDÃO, 2013; ZACCHI, 2014). Participaram do estudo 11 alunos e 7 alunas, e os dados foram gerados em 25 aulas, no segundo semestre de 2014, por meio de questionários, gravação em áudio das interações de sala de aula, produções dos/as alunos/as, um diário escrito por mim e uma entrevista final. Trata-se de uma pesquisa qualitativa, que se configura como um estudo de caso de natureza autoetnográfica. Pude perceber, na análise, que a maioria dos/das alunos/as demonstrou um maior engajamento nas atividades de produção de significados visuais e multimodais, bem como nas produções coletivas. Já os momentos de desestabilização ocorreram de forma discreta, haja vista o poder dos discursos cristalizados sobre os temas abordados. Em relação à minha prática, acredito que consegui provocar momentos de desestabilização, mas, em várias ocasiões, perpetuei normas hegemônicas ou deixei de problematizar aspectos importantes, o que eu acredito ser parte desse trabalho crítico que estou aprendendo a construir. No que diz respeito às questões de oralidade e escrita, percebi que, mesmo recorrendo ao uso do português durante as discussões orais, é possível instigar alunos/as a pensar sobre temas sociais na língua inglesa. A utilização da língua inglesa aconteceu de maneira mais ampla durante as produções escritas individuais. Ao comparar as posturas do grupo no início e no final do estudo, pude perceber que a maioria dos/as participantes demonstrou satisfação ao lidar com temas críticos durante as aulas de inglês e compreendeu que “aprender” a língua alvo e “discutir” aspectos sociais podem ocorrer simultaneamente. De modo geral, a análise sugere que um trabalho crítico pode ser realizado no ensino básico com resultados promissores.Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEGapplication/pdfporUniversidade Federal de GoiásPrograma de Pós-graduação em Letras e Linguística (FL)UFGBrasilFaculdade de Letras - FL (RG)http://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessLinguística aplicada críticaEnsino de inglêsEscola públicaCritical applied linguisticsEnglish teachingPublic schoolLINGUISTICA, LETRAS E ARTESDesestabilizando sociabilidades em uma sala de aula de língua inglesa de uma escola públicaDestabilizing sociabilities in an english language classroom in a public schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1403758209736362229600600600600-54178507046780729884828026023044017992-961409807440757778reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGORIGINALDissertação - Maria José Lacerda Rodrigues Hoelzle - 2016.pdfDissertação - Maria José Lacerda Rodrigues Hoelzle - 2016.pdfapplication/pdf7108311http://repositorio.bc.ufg.br/tede/bitstreams/9663364c-2c76-41f3-a851-13f60f164183/download9f7fa47e95fd1e9b36a7852cb41e9184MD55LICENSElicense.txtlicense.txttext/plain; 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| spellingShingle | Desestabilizando sociabilidades em uma sala de aula de língua inglesa de uma escola pública Hoelzle, Maria José Lacerda Rodrigues Linguística aplicada crítica Ensino de inglês Escola pública Critical applied linguistics English teaching Public school LINGUISTICA, LETRAS E ARTES |
| status_str | publishedVersion |
| title | Desestabilizando sociabilidades em uma sala de aula de língua inglesa de uma escola pública |
| title_full | Desestabilizando sociabilidades em uma sala de aula de língua inglesa de uma escola pública |
| title_fullStr | Desestabilizando sociabilidades em uma sala de aula de língua inglesa de uma escola pública |
| title_full_unstemmed | Desestabilizando sociabilidades em uma sala de aula de língua inglesa de uma escola pública |
| title_short | Desestabilizando sociabilidades em uma sala de aula de língua inglesa de uma escola pública |
| title_sort | Desestabilizando sociabilidades em uma sala de aula de língua inglesa de uma escola pública |
| topic | Linguística aplicada crítica Ensino de inglês Escola pública Critical applied linguistics English teaching Public school LINGUISTICA, LETRAS E ARTES |
| url | http://repositorio.bc.ufg.br/tede/handle/tede/5657 |