Atividades sociais e multiletramentos nas aulas de língua inglesa do ensino fundamental I: uma proposta de práticas pedagógicas para compartilhamento na formação docente

• Ano de defesa: 2019
• Autor(a) principal: Santos, Eric Rodrigues dos
• Orientador(a): Liberali, Fernanda Coelho
• 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 Educação: Formação de Formadores
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Língua inglesa - Estudo e ensino; Multiletramento; Língua inglesa (Ensino fundamental); Ensino fundamental - São Paulo (cidade)
• Palavras-chave em Inglês: English language - Study and teaching; Multiliteracies; English language (Elementary School); English language - São Paulo (Brazil)
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/22851

The dynamic transformations in the 21st century have intensified the cultural exchange that takes place at local and global levels and gives modern society a gradual growth of cultural diversity. In this context, the role of the English language is crucial for access to multiculturalism and for the dissemination of values such as respect, tolerance and a sense of social justice. In view of this, this paper aims to investigate how the development of pedagogical practices organized by a curricular matrix based on Social Activities (LIBERALI 2009) from the perspective of Multilaments (THE NEW LONDON GROUP, 1996/2000) can contribute to the development of English teaching and learning of public schools in the city of São Paulo. Due to its interventional nature, the Collaborative Critical Research (PCCOL) was used as a methodological theoretical support, which relies on the Theory of Socio-Historical-Cultural Activity (TASCH) to construct critical-collaborative relationships, which enable curricular disencapsulation and the critical transformation, from the immersion in the socio-historical-cultural context of the subjects, in order to subvert the sometimes oppressive logic, towards an awareness of reality, which precedes the critical appropriation of the tools available in local contexts. search for the unprecedented viable (Freire, 2005). Data were collected and produced from records (recordings, photos, videos, etc..) of the teacher-researcher classes with his fourth grade students. The methodological procedures used in data analysis are based on reflection on the actions of describing, informing, confronting and reconstructing, based on Freire (1970), organized by Smyth (1992) and described in their discursive and linguistic marks by Liberali (2004). Studying classroom practice in a process of critical reflection on one's own practice, anchored by a decapsulating pedagogical proposal, enabled the critical transformation of the teacher-researcher and his students. The results obtained in this research will serve as a basis for the sharing of pedagogical practices that meet the needs of other teachers, through creative chain training processes (Liberali, 2009)