Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Batista, Maria Eugenia
 |
| Orientador(a): |
Barbara, Leila |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| 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
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/13577
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Resumo: |
This dissertation, part of the DIRECT Project, is aimed to investigate the use of material processes, i.e., the processes of doing, in the pedagogic practice representation underlying the discourse of teachers of English and students, from state schools located in the Metropolitan Region of São Paulo, regarding their English teaching and learning. This study has its linguistic analysis grounded on the principles of the Systemic-Functional Linguistics (HALLIDAY, 2004 e HALLIDAY & MATHIESSEN, 2004), more specifically the focus on the ideational metafunction, and Critical Discourse Analysis (VAN LEEUWEN, 2008). The topics which comprise the representation of such pedagogic practice are discussed based on Bernstein‟s theory (1971, 1990, 2000), the socio-interacionist perspective (VYGOTSKY, 1978; NEWMAN & HOLZMAN, 2002; HASAN, 2005; HOLZMAN, 2009) and the Post-Method Pedagogy (KUMARAVADIVELU, 2008). Twenty five interviews were carried out (ten with teachers and fifteen with students), recorded and transcribed for analysis. The texts were, then, first analysed taking into account the Wordlists and Concordance Lists provided by the software WordSmith Tools (SCOTT, 2010). The material processes guided the analysis and results have shown that the use of material processes, such as do, work, give, pass, present in the representation underlying teachers‟ and students‟ discourse seem to suggest a pedagogic practice made of procedures, contents and means of assessment towards a pedagogy of transmission (BERNSTEIN, 1990). Teachers signal gaps in their initial education, the absence of resources in EF1, the use of a new material in EF2 and EM, and their difficulty in dealing with inclusive education, which has placed students with disabilities and special educational needs in regular classes. Students, on the other hand, flag how rules and indiscipline take place in class as well as complain about copying and translating, procedures of the pedagogic practice. Based on this representation, one can therefore infer that there is lack of opportunities for the students in their early years at school to play and by playing being able to develop their higher mental functions (VYGOTSKY, 1978), to learn the rules which underlie social interactions and to build knowledge by learning a foreign language. Observing the representation in the students‟ discourse, one can also observe that, throughout the school years, there seems to be lack of opportunities for students‟ to interact and come up with creative products in their learning processes in an effective way. Results, therefore, point out that there are socio-educational implications of such representations. Teacher educators urgently need to listen to teachers and students and, together, put forward actions to promote the necessary changes to make English teaching in state schools, as well as the whole school, an effect space for development ,and, as a result, deal with this educational implication |
