Tensões no processo de elaboração da monografia em um curso de especialização para professores de inglês da rede pública do Estado de São Paulo

• Ano de defesa: 2016
• Autor(a) principal: Roggi, Giovanna
• 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: Tensão psicológica; Elaboração de Monografia; Professor-Aluno
• Palavras-chave em Inglês: Psicology tension; Monography elaboration; Teacher-Student
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://tede2.pucsp.br/handle/handle/18890

The purpose of this paper is to reflect about the tensions (BERRY, 2007) that arise during the monography elaboration process in a specialization course for public school English teachers in São Paulo State, from the statements of teachers-students and the graduates from the mentioned course. Identified through both oral and written statements, the tensions are analyzed according to studies which discuss them (BERRY, 2007), the monography structure and the its written process (BARROS and LEHFLED, 1990/2006; SEVERINO, 2002; PERROTA, 2004; MACHADO, LOUSADA and ABREU-TARDELLE, 2005). Belonging to Applied Linguistics (MOITA LOPES, 2006), this research is methodologically orientated by the qualitative paradigm (TRIVINOS, 2001), characterized as a study case (CHIZZOTTI, 2006; YIN, 2010). The analysis of data is guided by an interpretation which takes into account the reports of the teachers-students and trainers concerning the monography elaboration process and the orientation process, respectively (ERICKSON, 1986). Such data show how academically unprepared and immature the teachers-students are, besides the abyss which there is between teacher-student and trainer and the gaps the stated course presents. Therefore, this research aims to contribute with the rethinking of the given course, pointing out the need to reflect if the teachers-students are, in fact, being properly and consistently prepared to what awaits at the end: the monography