Formação com professores de língua inglesa da rede pública no Tocantins : cenas de letramento crítico

• Ano de defesa: 2017
• Autor(a) principal: Alencar, Elisa Borges de Alcântara
• Orientador(a): Paula, Sandra Regina Buttros Gattolin de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Linguística - PPGL
• Palavras-chave em Português: Formação de professores de língua inglesa; Letramento crítico; Pesquisa-ação colaborativa; Escola pública
• Palavras-chave em Inglês: Teacher training of english teachers; Critical literacy; Collaborative research; Public schools
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/9569

This thesis deals with a teacher development experience with nine participants from seven public schools in a city in the interior of the Northern Region of Tocantins, experienced through a collaborative work involving the participants and the researcher, from the perspective of Critical Literacy as a philosophy of English language teaching and learning. The study troubles the role of the English language in the curriculum in face of the challenges of globalization in a way in which the teachers were able to visualize this matter, especially in the local context of this study. The main objective was to analyze the formulation process from a perspective of Critical Literacy and its unfolding in the classroom practices, through several activities elaborated collaboratively to be used in the classes taught by the participating teachers. This study was oriented by the scope of applied linguistics and critical applied linguistics, with emphasis on postmodern and poststructuralist assumptions about foreign language teaching. This research has its methodological approach based on the qualitative and ethnographic studies (school ethnography). It is characterized as a collaborative-action research, with emphasis on three main aspects: agency, criticity and meaning making. Results demonstrate the possibility of a more meaningful and critical point of view in English language teaching with a critical and collaborative perspective, broadening an understanding of the value of other views on the implications of teaching English in this local context and its connections with the global context.