Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
MORAES, Janes Cláudio de Jesus
 |
| Orientador(a): |
CAVALCANTE, Luciana Rocha
|
| Banca de defesa: |
CAVALCANTE, Luciana Rocha
,
ARANHA, Marize Barros Rocha
,
ARAÚJO JUNIOR, João da Silva
,
FERREIRA, Heridan de Jesus Guterres Pavão
,
SILVA, Ana Lúcia Rocha
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
|
| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
|
| Departamento: |
DEPARTAMENTO DE LETRAS/CCH
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/5779
|
Resumo: |
This work entitled Conversation in English: a didactic/pedagogical proposal to the 6th year of elementary school at E.M. Erasmo Marcelino Lopes in Matões do Norte - MA, Brazil, aimed to analyze the way in which conversation has been worked in English language teaching, in order to propose a didactic-pedagogical resource directed to teachers of the 6th year of elementary school focused on methods and mechanisms that promote the communicative process. In this way, references were used that gave us support to the analyses in light of authors such as Saussure (2006), Geraldi (1997, 2001), Britto (1991), Travaglia (2006) and de Bakhtin (2000) with regard to the concept of Language and Language; As for the trajectory of English language teaching in Brazil, we sought input in the studies of Costa (2011) and Cavalcante e Castro (2010). From the methodological point of view, an applied research was developed in accordance with the requirements of the professional Master’s degree, based on a proposal of intervention type, with qualitative and quantitative approaches, that enabled us to prepare response tables and graphs with the results obtained through questionnaires and interviews applied to the subjects of the research. As a product of this research, a Booklet was developed to assist teachers and students in this process of practical communicative development, entitled Speak Now. Thus, the results of the research showed the need for a more effective balance between structuralist and interactive conceptions in the teaching of the English language together with the practice of conversation in a more dynamic and contextualized way. To this end, we suggest the adoption of methodologies that include communicative activities, games, dynamics, debates and other forms of interaction that allow students to use English in a practical and meaningful way. |
