Relação entre sentidos e significados de alunos da escola pública sobre o ensino-aprendizagem de língua inglesa e a construção de suas identidades como aprendizes

• Ano de defesa: 2009
• Autor(a) principal: Morais, Gleiciane Oliveira de
• Orientador(a): Cavenaghi-Lessa, Angela
• 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: Sentidos e significados; Cognição e afeto; Inclusão/exclusão; Ensino-aprendizagem; Identidade (Psicologia); Lingua inglesa > Estudo e ensino; Inclusao escolar; Significado (Psicologia)
• Palavras-chave em Inglês: Senses and meanings; Identity; Cognition and affect; Inclusion/exclusion; Teaching-learning
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://tede2.pucsp.br/handle/handle/14083

This thesis aims at investigating the senses and meanings that are shared by students, in a public school in São Paulo, on the teaching and learning of English, and the relationship between these shared senses and meanings and the building of their learner identity. It is a Critical Interpretive piece of research (Lopes, 1994) since it seeks, in the participants senses and meanings about themselves and about their social contexts, the insights on the studied phenomenon. The Theoretical Framework used to understand and interpret the investigated problem is that of the Socio-Cultural-Historical Theory (Vigotsky 1934/2001/2003/2005), Aguiar (2006), Leontiev (2004), Gonzáles Rey (2005), Smolka (2004), Bakhtin, (1992/2000); besides the concepts of inclusion/exclusion (Sawaia, 1999; Sacristán, 1998), identity (Hall, 2003; Coracini, 2003; Moita Lopes, 2006; Sawaia, 1999; Sacristán, 2002; Rajagopalan, 2006, among others). Data is analyzed by means of the thematic content that emerged from two interviews carried out with eight high school students. Furthermore, participants utterance positions and the voices (Bronckart, 1999) were also analyzed in order to verify their views on the investigated theme. Taking the analysis categories mentioned above into account, results discussion points to the important role played by participants socio-historical contexts in the constitution of their identities as learners of a foreign language. However, instead of building emancipated identities, these contexts actually seem to foster the construction of a negative learner identity that often makes them see themselves as solely responsible for their own school failure