Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Fernandes, Paula Telles da Costa
 |
| Orientador(a): |
Celani, Maria Antonieta Alba |
| 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
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
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| Departamento: |
Faculdade de Filosofia, Comunicação, Letras e Artes
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| 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/19471
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Resumo: |
This doctoral dissertation provides a study on the reasons why two non-governmental English as a Foreign Language (EFL) courses in São Paulo failed to be successful. Empirical data for this study were provided by NGOs in two different neighborhoods in São Paulo – Morumbi and Alto de Pinheiros. The stated mission of both NGOs is to complement the education of underprivileged children and teenagers with out-of-school two-year-long EFL courses. The study on these courses started in March 2013 and was scheduled to end in November 2014. At the Morumbi NGO twelve students started the course, but none completed it. At the Alto de Pinheiros NGO only two out of thirteen students completed the course. This study explores the reasons why these courses were not successful as it reviews not only the NGOs’ proposals, but also discursive and institutional issues that led to students dropping out of the courses. The approach taken by such NGOs to enroll and take action on students is believed to be reason why most teenagers will never complete their EFL course. Despite such failure, data analysis and interpretation has shown that even students who dropped the course had a positive experience both in the learning/teaching field and interpersonal relationships that stemmed from the learning environment. Besides, the two teenagers who actually completed the EFL course showed progress in their English proficiency. Essential to the theoretical ground of this study is the concept of school failure by Patto (2010) and Charlot (2000). This doctoral dissertation is a cross-disciplinary study in Applied Linguistics. References were found in the fields of Law, Psychology, Education, and Sociology, as well as Bakthin’s theories on dialogical perspectives. In order to reach the aims of this study, two questions were posed as follows: 1 Considering the NGOs’ proposals and objectives while teaching/learning EFL: a) What discourses are found in such proposals and objectives? b) To what extent have these objectives been achieved? 2 Considering the NGOs’ participants, what do their enunciation approaches show about: a) the NGOs’ EFL learner as a subject? b) EFL teaching/learning? c) their ideological perspectives? This ethnographic study yielded data along two years and two months. The corpus is comprised by information gathered on the NGOs’ official websites and Facebook pages, and also semi-structured interviews with NGO coordinators, instructors and students. This research aims to add to the debate about the role played by educational NGOs in Brazil and how important EFL teaching is to underprivileged children and teenagers |
