Detalhes bibliográficos
| Ano de defesa: |
2008 |
| Autor(a) principal: |
Perondi, Luana de França
 |
| Orientador(a): |
Celani, Maria Antonieta Alba |
| Banca de defesa: |
Não Informado pela instituição |
| 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: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/13956
|
Resumo: |
This dissertation is a report on a experience lived by me and the first year High School students that I taught in a State School in São Paulo in 2006. I started this research aiming at discovering what were the expectations those students had and to what extent they would have been reached by the end of the research. I also analyzed how the English teaching-learning process was re-signified by the teacher so as to satisfy those expectations and also to see whether the teacher s re-significations were re-signified by the students. I initially deal with questions concerning the theoretical framework that underlies this research. Critical pedagogy (Freire, 1970, 2000; Giroux, 1988, 1997), reflective teaching (Schön, 1983), practices of teaching-learning English in the contemporary world (Canagarajah, 2002, 2005; Moita Lopes, 2002, 2003, 2006), and the notion of post- method (Kumaravadivelu 2001, 2003). Then, I describe how the research has taken shape as action-research, who the participants were, as well as the several instruments used in order for me to generate the data. Finally, I describe the situations lived by me and by the students, and the results of such analysis |
