Sentidos atribuídos ao currículo do curso de letras-inglês

• Ano de defesa: 2012
• Autor(a) principal: Nogueira, Paola Gonçalves
• Orientador(a): Magalhães, Maria Cecilia Camargo
• 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: Teoria Sócio-histórico-cultural; Sentido e significado; Teorias de currículo; Documentos oficiais
• Palavras-chave em Inglês: Sociocultural theory; Meaning; Curriculum theories; Official documents
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://tede2.pucsp.br/handle/handle/13578

This research aims to understand the meanings attributed to the Curriculum of an English Teaching major program, from a University of the Southeast, by professors of the course. Four professors, from this institution participated in this research, which is based on studies of Vygotsky (1930/2007;1934/2008) regarding the constitution of the human consciousness in the sociocultural activity perspective, that is, the dialectical and dialogical relationship with others, through their experiences. It is focused, as central to this research, the concepts of language, meaning, teaching and learning, development and ZPD.Underpin this investigation also the theories of curriculum as praxis, as a practice and as a product (APPLE,2006; GIROUX,1997;PACHECO,2001;SACRISTÁN,2000) as well the national and institutional official documents (BRASIL 1996,2001; UFES 2005,2006), which rule the curriculum investigated. Based on a critical research perspective, the data were produced by means of semi-structured interviews (RIZZINI, 1999) which were audio recorded, transcribed and analyzed. In order to understand the meanings assigned by the professors in the curriculum of the University and its relationship to the official documents, the lexical choices were collected, analyzed and organized according to the thematic content (BRONCKART 1997/2007) the enunciative mechanisms, modalization forms (BRONCKART 1997/2007; KOCH,2006) and argumentative markers (KOCH,2006) in the categorization of the data analysis. The results show that the meaning of the participating teachers may be grounded in the Critical Theory of Curriculum and largely aligned with the official documents. However, discussions should be encouraged at the University researched, seeking greater understanding of this curriculum