O uso do caderno do professor na escola pública estadual: percepções de alunos e professora

• Ano de defesa: 2010
• Autor(a) principal: Lopes, Roberta
• Orientador(a): Ramos, Rosinda de Castro Guerra
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
• Departamento: Lingüística
• País: BR
• Palavras-chave em Português: Ensino-aprendizagem; Avaliação e produção de material didático; Língua estrangeira; Inglês; Aprendizagem; Ensino; Lingua inglesa > Estudo e ensino; Material didatico
• Palavras-chave em Inglês: Teaching-learning; Materials development and evaluation; Foreign language; English
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://tede2.pucsp.br/handle/handle/14136

This study aims to verify the perception of students about their learning in English during the application of a teaching unit designed for Elementary School (Ensino Fundamental) in a public school in the state of São Paulo, as part of the educational plan established by Proposta Curricular (SÃO PAULO, 2008a) and presented in Caderno do Professor 3.o bimestre from the 7th grade. The questions that guide this research are: How do students from the 7th grade in a public school of São Paulo perceive their learning during the application of a teaching unit of Caderno do Professor? and How do students and the teacher evaluate Caderno do Professor? . The theoretical bases for this study were the Parâmetros Curriculares (BRAZIL, 1998a), the guidelines established in Proposta Curricular (SÃO PAULO, 2008a) and teaching-learning approaches, such as: behavioral, cognitive, and interactionist ones and the concept of literacy established in Proposta Curricular (SÃO PAULO, 2008a). In addition, this study was also based on some criteria for materials evaluation and development for the teaching and learning of foreign languages (CUNNINGSWORTH, 1995; GRAVES, 2000; TOMLINSON, 2003; RAMOS, 2009). This case study took place in a public school located in the east part of the city of São Paulo. The participants were nine students in the 7th.grade of the Elementary School. The data were collected through questionnaires and interviews, during the months of October and November 2008. The results showed that during the implementation of the teaching unit part of Caderno do Professor 3.o bimestre, the students perceived some improvements on their knowledge, as well as the developments of the subject matter (eating habits) and textual knowledge related to genres (menu, infographic and nutritional table) used in the teaching unit