Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Gomes, Maria Edna da Silva |
| Orientador(a): |
Magalhães, Maria Cecilia Camargo |
| 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: |
Faculdade de Filosofia, Comunicação, Letras e Artes
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/23639
|
Resumo: |
The general objective of this research is to investigate whether / how, during Spanish language classes, the development of Social Activities contributes or not to the appropriation of the students' repertoire and mobility, and, if it does, how such contribution occurs. Specific objectives are: 1. Identify the organization of Language in the classroom and the roles of student and teacher; 2. Identify the role of Translanguaging in the organization of language in the process of appropriating the Spanish language. In this sense, through this research, we seek to answer the following research questions: 1. How are the language and the relationships between the participants in the classroom organized? 2.How do the student and teacher roles lead to the appropriation of the Spanish language repertoire? 3. What is the relationship between Translanguaging and the appropriation of the Spanish language? The Theoretical Foundation is organized by means of the central Vygotskian concepts - Language, Mediation and Contradiction and by the Socio-Historical-Cultural Theory (TASHC) (ENGESTRÖM, 1987, 1999, 2011) - central in the constitution of individuals in a collaborative process through dialectical relationships, in which participants affect and are affected. It is also organized based on the discussions of Social Activity (LIBERALI, 2009, 2013); Repertoire (BLOMMAERT; BACKUS, 2006, 2011, 2013) and Translanguaging (GARCIA, 2009, 2004, 2015, 2018, 2019), among others. The enunciative context is developed in a public college in a municipality in the big/great São Paulo, with students from the first semester of the morning course of Events. This work is part of the Applied Linguistics research line for its transdisciplinary character (CELANI, 2009) and for being a problematic research practice. Theoretically-Methodologically it is organized as a Qualitative-Critical Research, supported by the Critical Collaboration Research (PCCol) (MAGALHÃES, 2006, 2017) because it is an approach that implies the participation of all participants to build a new way to act together on the object studied, questioning, negotiating, dividing tasks, rethinking critically, intentionally and collaboratively the actions of everyone in the transformation of society. The results obtained indicate that the pedagogical actions supported and developed through Social Activity enable the appropriation of the Spanish language, generating agency development and, consequently, greater mobility. In addition, translating practices, as a communicative resource, allow the expansion of the participation of students in Spanish in carrying out the Activities, sharing and expanding the meaning of the focused objects. Finally, this research allows the teacher-researcher to constantly rethink the way she organizes her Spanish language classes |
