Crença, motivação e autonomia em relatos de experiência docente no ensino de inglês para alunos campesinos da EJA

• Ano de defesa: 2020
• Autor(a) principal: Crislaine Junqueira Aguiar Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FALE - FACULDADE DE LETRAS; Programa de Pós-Graduação em Estudos Linguísticos; UFMG
• Palavras-chave em Português: Língua Estrangeira; Relatos de Experiência Docente; Educação de Jovens e Adultos; Campesinos; Letramentos; Língua inglesa – Estudo e ensino; Língua inglesa – Ensino auxiliado por computador; Professores de inglês – Formação; Língua inglesa – Falantes estrangeiros; Letramento; Educação de jovens e adultos
• Link de acesso: http://hdl.handle.net/1843/34561; https://orcid.org/0000-0002-9109-123X

In this research we investigate how English teachers understand that the teaching-learning process can promote the literacy critically among adults and young peasants and suburban, in the face of the process of globalization and expansion of Digital Information and Communication Technologies (DICT). In view of the social responsibility of this research, according to Celani and Costa, the generation of the corpus this study happened in the continuing education course for teachers, “EJA-Livre: Tecnologias digitais para o ensino de línguas na Educação de Jovens e Adultos”, organized into six modules, including introductory studies on Open Educational Resources (OER), Distance Learning, Massive Open Online Course (MOOC), Digital Information and Communication Technologies (DICT) and Gamification, within the perspective open sciences and free philosophy. The course had as an inter-modular theme the Brazilian National Common Curricular Base and the maxim of Rural Education, and was guided by Freire's methodology, promoting moments of listening to participating teachers through Report of Teacher Experience (RTE) and providing a (self) reflection on pedagogical practices in teaching English. Three of the RTE generated were analyzed, through outlook of Applied Linguistics (Leffa, Moita Lopes, Mattos, among others), with regard to the cognitive aspects of emotions and values involved in the teaching-learning process, focusing on the phenomena: belief, motivation and autonomy (Barcelos, Lima, Sousa and Lourenço and Paiva), and, from the French Semiotics (Fiorin, Barros, Lara, Matte), we search to understand the ways in which English is taught as Foreign Language (FL) to adults and young peasants and suburban in the Alto Sertão da Bahia and how the teaching of that language, which today occupies the place of object value shared by globalized society, can contribute to critical literacy and the exercise of citizenship in the face of the process of globalization and the development and expansion of DICT. The analyzes show that teaching is not a neutral activity, it is the result of the interplay between context and emotions of the subjects who practice it. The teaching of English as FL in Youth and Adult Education in rural and suburban contexts can be a pathway to critical and digital literacy for peasants and suburban people, once the English language positions itself as a language of access to knowledge and inter-world communication in the globalized world. However, this depends on the educational project being financially, pedagogically and politically assisted in a satisfactory manner, so that the values institutionalized by the laws that govern Brazilian Basic Education and idealized by society that yearns for the school to exercise its role as a qualifier, become reality. We also found that the Teachers’ beliefs and students, generated from this context, govern motivation and levels of autonomy, strongly influencing the teaching-learning process.