Representações de professores de inglês do Ensino Fundamental I

• Ano de defesa: 2010
• Autor(a) principal: Ornellas, Luciana Lorandi Honorato de
• Orientador(a): Ramos, Rosinda de Castro Guerra
• 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: Representações sociais; Ensino de inglês para crianças; Ensino Fundamental I; LEC
• Palavras-chave em Inglês: Social representations; English language teaching for young learners; Elementary School
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://tede2.pucsp.br/handle/handle/13485

As part of the research project entitled Teacher´s education staff for Teaching and Learning English to children coordinated by Professora Dra. Rosinda de Castro Guerra Ramos, the aim of this study is to investigate the representations English teachers that work in public and private schools have about English language teaching-learning to first years of The Elementary School (first to fifth years), about this teacher and about this student. This case study examined the representations of ten English teachers that teach to the first grades in public and private schools about this teaching-learning process and the roles of students and teachers. Data were collected by questionnaires. The theoretical framework is constituted by the social representation theory, based on Moscovici (2005), by some teaching-learning concepts (WILLIAMS & BURDEN, 1997; MIZUKAMI, 1986) and by some principles on teaching-learning to children (PINTER, 2006; CAMERON, 2003; 2001; MOON, 2000; HALIWELL, 1992; SCOTT & YTREBERG, 1990). The results of this study showed that despite of working in different contexts (public and private school) teachers´ representations are the same. Their differences are related to the workplace and to the pedagogical materials they use. The representations also confirmed the need for teacher education in order to teach children as demonstrated in other studies (SANTOS, 2009, for example). Like the theories about teaching to children, teachers´ representations about this teaching-learning showed the importance of oral skills and fun and game activities. However the way teachers represent the work with speaking and reading skills doesn´t agree with the theories. In addition, the data also showed that teachers´ representations about the teacher and its role see the teacher as someone who motivate and manage the classes and as a person who worries about the emotion and the affectivity. Finally, the data showed that teacher´s representation about the student see the student as someone that is curious, motivate, that likes activities involving movement, play and games and that need to be beloved. Besides, these representations reinforce the main role of the affectivity and emotion in the teacher-student-object relationship