Docência em língua espanhola: sentidos produzidos pela publicidade de escolas de idiomas

• Ano de defesa: 2015
• Autor(a) principal: Pilla, Adriana de Sousa
• Orientador(a): Gregolin, Isadora Valencise
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Linguística - PPGL
• País: BR
• Palavras-chave em Português: Língua espanhola; Interacionismo sócio-discursivo; Docência; Ensino e aprendizagem
• Palavras-chave em Inglês: Spanish language; Teaching; Socio-discursive interactionism; Teaching and learning
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/5800

This research's overall aim is to identify which meanings on teaching are produced and put into circulation by language schools advertising and which of these meanings refer specifically to Spanish Language. This is a qualitative-interpretative research that takes as object of analysis advertisements of four of the main Brazilian language schools franchising. We consider that the aspects related to the material conditions of the profession, linked with other historical aspects, contribute to the creation of meanings about the Spanish language and its teaching in Brazil. We trace, then, a historical overview on the Spanish language teaching in Brazil since Leffa (1999), Picanço (2003), and Daher(2006), we discuss theoretical aspects of the teaching professionalism based on Shulman (2005), Tardif (2002), and Gauthier (2006), and we support our studies on the Socio-discursive Interactionism proposed by Bronckart (2006, 2008,2009, 2012) and Machado (2009) to substantiate our discussions and text analysis. As results, our analysis indicates that language schools advertisements give emphasis to didactic material use (unique, updated, modern ones), and also on the school s Teaching Methods and their technologies, considering the teacher's role as something less important in the process. In this aspect, they confirm the results of previous researches about prescriptive texts (MACHADO et alii, 2009, p.25) in which teachers take position as simple adjuvants or instruments of a process ( ) her/his main work is represented as being the one who applies principles, contents, and the prescribed methodologies .