O brincar no processo de ensino-aprendizagem nas aulas de inglês no ciclo de alfabetização de uma escola

• Ano de defesa: 2017
• Autor(a) principal: Abe, Mirtes Iamani
• Orientador(a): Celani, Maria Antonieta Alba
• 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: Faculdade de Filosofia, Comunicação, Letras e Artes
• País: Brasil
• Palavras-chave em Português: Brincadeiras; Atividades criativas na sala de aula; Língua inglesa - Estudo e ensino
• Palavras-chave em Inglês: Playing; Creative activities and seat work; English language - Study and teaching
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://tede2.pucsp.br/handle/handle/19744

The purpose of this research was to find out the role of playing during the teachinglearning process while teaching English as a Foreign Language for young learners (first graders) in a public elementary school. This research relies on children’s language development (DEWEY, 1934), and ZPD (VYGOTSKY, 1978); in orality (CAMERON, 2001), in the structured and unstructured approaches to play (MOYLES, 2002) and teaching-learning of young learners (PINTER, 2013; SCOTT & YTREBERG, 2011; REILLY & WARD, 2016). The methodology chosen to develop this research was qualitative, interpretative, action-research (DENZIN & LINCOLN, 2008; BOGDAN & BIKLEN, 1994; BORTONI-RICARDO, 2013; GREENWOOD & LEVIN, 2010; PERROTTA, 2004). One of the advantages of working with actionresearch is being able to solve a particular problem and to produce guidelines for best practices in real life. The focal group participants were first grade students of a municipal school located in the south of the city of São Paulo. Classes were video/audio-recorded in 2015, then some excerpts of ludic activities were selected, analyzed and interpreted. This study was analyzed and categorized according to their themes (BARDIN, 2011). The results showed that English classes for young learners can broaden students’ horizons and hence create new possibilities