Concepções de língua(gem) que integram o ideário pedagógico de uma professora e de seus alunos na sala de aula de português-LE
Salvato in:
| Autore principale: | |
|---|---|
| Data di pubblicazione: | 2016 |
| Natura: | Doctoral thesis |
| Lingua: | por |
| Fonte: | Repositório Institucional da UFG |
| Download full: | http://repositorio.bc.ufg.br/tede/handle/tede/6706 |
Riassunto: | This thesis presents the results of a qualitative case study carried out in a Portuguese as a Foreign Language (Portuguese-FL) classroom with exchange students attending Universidade Federal de Goiás (UFG). Its general aim was to verify which language concepts underlie teacher-student dialogical interactions in the classroom. As regards specific aims, this study sought to (i) identify and analyse which language concepts support the teacher’s pedagogical approach during lessons to this particular group of students; (ii) understand students’ perceptions concerning what it means to learn and teach a foreign language, in this case Portuguese; (iii) gather evidence of change in the teacher’s view on language and on what it means to teach and learn a foreign language, as well as verify to what extent this change is influenced by students’ perceptions. To achieve these aims, this thesis is grounded in the qualitative principles of case studies, considering that this approach allows for a holistic and naturalistic view of the context and of participants’ actions, behaviour, and interactions regarding the problematics at hand. The theoretical framework covers Chomsky’s (1957, 1959) concept of grammatical competence and Hymes’ (1986) concept of communicative competence, as well as the works of Bakhtin/Volochínov (2009) and Bakhtin (2012b) concerning the constitutive dialogic principle of language. Results show that three concepts underlie the teacher’s pedagogical reasoning over the course of her teaching internship in the classroom researched. The first, formalist or structuralist, views language as a system of linguistic structures which interact to produce meanings. From this perspective, teaching/learning a FL equates to teaching/learning its forms. The second concept, interactionist or communicativist, sees language as an instrument for communicating and expressing meaning. In this sense, teaching/learning a FL equates to teaching/learning to use it for communication. The third concept, dialogic, addressed in the second part of the analysis, regards language as the locus for social/interpersonal interactions. Teaching/learning a FL is, therefore, a dialogic process. |
| _version_ | 1871426421801353216 |
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| author | Souza, Aline Gomes |
| author_browse | Souza, Aline Gomes |
| author_facet | Souza, Aline Gomes |
| author_role | author |
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| collection | Repositório Institucional da UFG |
| contributor_str_mv | Mello, Heloísa Augusta Brito de Mesquita , Deise Nanci de Castro Mello , Heloísa Augusta Brito de Mesquita , Deise Nanci de Castro Freire , Silvana Matias Silva , Barbra do Rosário Sabota Rees , Dilys Karen |
| dc.contributor.advisor-co1.fl_str_mv | Mesquita , Deise Nanci de Castro |
| dc.contributor.advisor-co1Lattes.fl_str_mv | http://lattes.cnpq.br/4043217912376564 |
| dc.contributor.advisor1.fl_str_mv | Mello, Heloísa Augusta Brito de |
| dc.contributor.advisor1Lattes.fl_str_mv | http://lattes.cnpq.br/3295140825537521 |
| dc.contributor.author.fl_str_mv | Souza, Aline Gomes |
| dc.contributor.authorLattes.fl_str_mv | http://lattes.cnpq.br/3535693812577284 |
| dc.contributor.referee1.fl_str_mv | Mello , Heloísa Augusta Brito de |
| dc.contributor.referee2.fl_str_mv | Mesquita , Deise Nanci de Castro |
| dc.contributor.referee3.fl_str_mv | Freire , Silvana Matias |
| dc.contributor.referee4.fl_str_mv | Silva , Barbra do Rosário Sabota |
| dc.contributor.referee5.fl_str_mv | Rees , Dilys Karen |
| dc.date.accessioned.fl_str_mv | 2017-01-11T09:49:14Z |
| dc.date.issued.fl_str_mv | 2016-09-30 |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.citation.fl_str_mv | SOUZA, A. G. Concepções de língua(gem) que integram o ideário pedagógico de uma professora e de seus alunos na sala de aula de português-LE. 2016. 174 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2016. |
| dc.identifier.uri.fl_str_mv | http://repositorio.bc.ufg.br/tede/handle/tede/6706 |
| 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) |
| dc.relation.cnpq.fl_str_mv | 7955259954785510783 |
| dc.relation.confidence.fl_str_mv | 600 600 600 600 |
| dc.relation.department.fl_str_mv | -5417850704678072988 |
| dc.relation.program.fl_str_mv | -1403758209736362229 |
| dc.relation.sponsorship.fl_str_mv | -961409807440757778 |
| dc.rights.driver.fl_str_mv | http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
| 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::LINGUISTICA |
| dc.subject.eng.fl_str_mv | Teaching Learning Use Portuguese as a foreign language |
| dc.subject.por.fl_str_mv | Ensino Aprendizagem Uso Português/língua estrangeira |
| dc.title.por.fl_str_mv | Concepções de língua(gem) que integram o ideário pedagógico de uma professora e de seus alunos na sala de aula de português-LE |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/doctoralThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | This thesis presents the results of a qualitative case study carried out in a Portuguese as a Foreign Language (Portuguese-FL) classroom with exchange students attending Universidade Federal de Goiás (UFG). Its general aim was to verify which language concepts underlie teacher-student dialogical interactions in the classroom. As regards specific aims, this study sought to (i) identify and analyse which language concepts support the teacher’s pedagogical approach during lessons to this particular group of students; (ii) understand students’ perceptions concerning what it means to learn and teach a foreign language, in this case Portuguese; (iii) gather evidence of change in the teacher’s view on language and on what it means to teach and learn a foreign language, as well as verify to what extent this change is influenced by students’ perceptions. To achieve these aims, this thesis is grounded in the qualitative principles of case studies, considering that this approach allows for a holistic and naturalistic view of the context and of participants’ actions, behaviour, and interactions regarding the problematics at hand. The theoretical framework covers Chomsky’s (1957, 1959) concept of grammatical competence and Hymes’ (1986) concept of communicative competence, as well as the works of Bakhtin/Volochínov (2009) and Bakhtin (2012b) concerning the constitutive dialogic principle of language. Results show that three concepts underlie the teacher’s pedagogical reasoning over the course of her teaching internship in the classroom researched. The first, formalist or structuralist, views language as a system of linguistic structures which interact to produce meanings. From this perspective, teaching/learning a FL equates to teaching/learning its forms. The second concept, interactionist or communicativist, sees language as an instrument for communicating and expressing meaning. In this sense, teaching/learning a FL equates to teaching/learning to use it for communication. The third concept, dialogic, addressed in the second part of the analysis, regards language as the locus for social/interpersonal interactions. Teaching/learning a FL is, therefore, a dialogic process. |
| eu_rights_str_mv | openAccess |
| format | doctoralThesis |
| id | UFG-2_dae53aeece1cbcc3639d320dfc2be754 |
| identifier_str_mv | SOUZA, A. G. Concepções de língua(gem) que integram o ideário pedagógico de uma professora e de seus alunos na sala de aula de português-LE. 2016. 174 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2016. |
| instacron_str | UFG |
| institution | UFG |
| instname_str | Universidade Federal de Goiás (UFG) |
| language | por |
| network_acronym_str | UFG-2 |
| network_name_str | Repositório Institucional da UFG |
| oai_identifier_str | oai:repositorio.bc.ufg.br:tede/6706 |
| publishDate | 2016 |
| publishDateSort | 2016 |
| publisher.none.fl_str_mv | Universidade Federal de Goiás |
| reponame_str | Repositório Institucional da UFG |
| repository.mail.fl_str_mv | grt.bc@ufg.br |
| repository.name.fl_str_mv | Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
| repository_id_str | oai:repositorio.bc.ufg.br:tede/1234 |
| rights_invalid_str_mv | http://creativecommons.org/licenses/by-nc-nd/4.0/ |
| spelling | Mello, Heloísa Augusta Brito dehttp://lattes.cnpq.br/3295140825537521Mesquita , Deise Nanci de Castrohttp://lattes.cnpq.br/4043217912376564Mello , Heloísa Augusta Brito deMesquita , Deise Nanci de CastroFreire , Silvana MatiasSilva , Barbra do Rosário SabotaRees , Dilys Karenhttp://lattes.cnpq.br/3535693812577284Souza, Aline Gomes2017-01-11T09:49:14Z2016-09-30SOUZA, A. G. Concepções de língua(gem) que integram o ideário pedagógico de uma professora e de seus alunos na sala de aula de português-LE. 2016. 174 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2016.http://repositorio.bc.ufg.br/tede/handle/tede/6706This thesis presents the results of a qualitative case study carried out in a Portuguese as a Foreign Language (Portuguese-FL) classroom with exchange students attending Universidade Federal de Goiás (UFG). Its general aim was to verify which language concepts underlie teacher-student dialogical interactions in the classroom. As regards specific aims, this study sought to (i) identify and analyse which language concepts support the teacher’s pedagogical approach during lessons to this particular group of students; (ii) understand students’ perceptions concerning what it means to learn and teach a foreign language, in this case Portuguese; (iii) gather evidence of change in the teacher’s view on language and on what it means to teach and learn a foreign language, as well as verify to what extent this change is influenced by students’ perceptions. To achieve these aims, this thesis is grounded in the qualitative principles of case studies, considering that this approach allows for a holistic and naturalistic view of the context and of participants’ actions, behaviour, and interactions regarding the problematics at hand. The theoretical framework covers Chomsky’s (1957, 1959) concept of grammatical competence and Hymes’ (1986) concept of communicative competence, as well as the works of Bakhtin/Volochínov (2009) and Bakhtin (2012b) concerning the constitutive dialogic principle of language. Results show that three concepts underlie the teacher’s pedagogical reasoning over the course of her teaching internship in the classroom researched. The first, formalist or structuralist, views language as a system of linguistic structures which interact to produce meanings. From this perspective, teaching/learning a FL equates to teaching/learning its forms. The second concept, interactionist or communicativist, sees language as an instrument for communicating and expressing meaning. In this sense, teaching/learning a FL equates to teaching/learning to use it for communication. The third concept, dialogic, addressed in the second part of the analysis, regards language as the locus for social/interpersonal interactions. Teaching/learning a FL is, therefore, a dialogic process.Esta pesquisa apresenta os resultados de um estudo de caso qualitativo realizado em uma sala de aula de um curso de Português como Língua Estrangeira (Português-LE) para alunos em situação de intercâmbio na Universidade Federal de Goiás (UFG). O objetivo maior é o de compreender que concepções de língua(gem) permeiam as interações dialógicas ocorridas entre a professora e seus alunos. De forma específica, o trabalho visa a (i) identificar e analisar que concepções de língua(gem) fundamentam a abordagem pedagógica da professora durante suas aulas para esse grupo de alunos; (ii) compreender a percepção dos alunos sobre o que é aprender e ensinar uma LE, neste caso o português; (iii) reunir indícios de mudança na visão da professora sobre língua(gem) e sobre o que é ensinar e aprender uma LE, e verificar em que medida essa mudança é impactada pela percepção dos alunos. Para atingir tais objetivos apoio-me nos princípios qualitativos do estudo de caso, considerando que essa abordagem permite uma visão holística e naturalística do contexto, das ações, comportamentos e interações dos participantes em relação à problemática focalizada. No que se refere aos referenciais teóricos, o estudo fundamenta-se nos conceitos de competência gramatical de Chomsky (1957, 1959) e competência comunicativa de Hymes (1986), bem como nos conceitos de Bakhtin/Volochínov (2009) e Bakhtin (2012b) sobre o princípio dialógico constitutivo da linguagem. Os dados mostram que três concepções permeiam o ideário pedagógico da professora ao longo de seu estágio docência realizado nesta sala de aula. A primeira, formalista ou estruturalista, considera a língua como um sistema de estruturas linguísticas que se relacionam entre si para produzir significados. Nessa perspectiva, ensinar/aprender uma LE é ensinar/aprender suas formas. A segunda, interacionista ou comunicativista, vê a língua como um instrumento para a comunicação e expressão do significado. Nesse sentido, ensinar/aprender uma LE é ensinar/aprender a usá-la para a comunicação. E a terceira, dialógica, tratada na segunda parte da análise, concebe a língua como o local das interações sociais/interpessoais. 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| spellingShingle | Concepções de língua(gem) que integram o ideário pedagógico de uma professora e de seus alunos na sala de aula de português-LE Souza, Aline Gomes Ensino Aprendizagem Uso Português/língua estrangeira Teaching Learning Use Portuguese as a foreign language LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
| status_str | publishedVersion |
| title | Concepções de língua(gem) que integram o ideário pedagógico de uma professora e de seus alunos na sala de aula de português-LE |
| title_full | Concepções de língua(gem) que integram o ideário pedagógico de uma professora e de seus alunos na sala de aula de português-LE |
| title_fullStr | Concepções de língua(gem) que integram o ideário pedagógico de uma professora e de seus alunos na sala de aula de português-LE |
| title_full_unstemmed | Concepções de língua(gem) que integram o ideário pedagógico de uma professora e de seus alunos na sala de aula de português-LE |
| title_short | Concepções de língua(gem) que integram o ideário pedagógico de uma professora e de seus alunos na sala de aula de português-LE |
| title_sort | Concepções de língua(gem) que integram o ideário pedagógico de uma professora e de seus alunos na sala de aula de português-LE |
| topic | Ensino Aprendizagem Uso Português/língua estrangeira Teaching Learning Use Portuguese as a foreign language LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
| url | http://repositorio.bc.ufg.br/tede/handle/tede/6706 |