Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Succi, Simone Cristina
 |
| Orientador(a): |
Freire, Maximina Maria |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| 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: |
Faculdade de Filosofia, Comunicação, Letras e Artes
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/22743
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Resumo: |
National and international indicators, such as ENEM and PISA, reveal the seriousness of the reading teaching-learning situation in Brazil. When it comes to the English language, the situation is more disturbing, especially in high school, the final stage of schooling whose objectives involve the preparation of the student for the job market and / or university entrance. Given this context, this study aims to describe and interpret the phenomenon reading in English Language, in high school, in the state public school of São Paulo, from the perspective of the teacher, in order to understand its essence. For this purpose, its starting point is the question: what is the nature of reading in English, in high school, in the state school of São Paulo? This research investigates, under the bias of Complexity, the teaching practice of seven English teachers based on their classes and the reports they make about reading in a foreign language in high school. Theoretically, the study is based on the epistemology of Complexity (MORIN, 2011, 2014, 2015), on foreign language reading models and conceptions and on the Modern Foreign Languages Curriculum of the State of São Paulo (SÃO PAULO, 2008). Considering that this research focuses on the understanding of a phenomenon of human experience, the methodological approach adopted is the Complex Hermeneutic–Phenomenological Approach (FREIRE, 2010, 2012, 2017). The instruments used to generate and record texts are meeting, oral report, written report, observation of lessons, individual conversations with participants and diary of the researcher, which were textualized. Observation, conversations, and the diary provide supporting texts for interpretation. The meeting and the reports were thematized, enabling, through the interpretative process characteristic of the approach adopted, the unveiling of the essence of the phenomenon that consists of: difficulty, coercion, strategies and flexibility - themes that are presented and discussed in the light of the theoretical-methodological framework that guides this study |
