As conceptualizações sobre o ensino de gramática de duasprofessoras em formação inicial, suas práticas de sala deaula e seus processos reflexivos

• Ano de defesa: 2008
• Autor(a) principal: Paula Ribeiro e Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Sala de aula; Prática docente; EDUCONLE; Aprendizagem Avaliação; Língua inglesa Gramática Estudo e ensino; Ambiente de sala de aula; Metáfora; Lingüistica; Professores de inglês Formação; Prática de ensino
• Link de acesso: http://hdl.handle.net/1843/ARCO-7GMM33

This project aimed at investigating the classroom practices of two pre-service English teachers, participants in a Continuing Education Program, EDUCONLE, in relation to how they deal with grammar teaching in the classroom. The research focused on the influence of the pre-service teachers experiences as language learners and teachers on how they conceptualize grammar. The project also analyzed if the teacher practice experience in the program collaborated to make them reflect about grammar teaching in their classes and think of possible changes. Firstly, the pre-service teachers conceptions about grammar and grammar teaching were analyzed through the conceptual metaphors in their discourses. In order to analyze the metaphors, written and oral narratives were collected. Then, observations of the teachers practice were taken to gather data about the pedagogical actions of the teachers, trying to see if they treated grammar aspects in the classrooms or not, how they did that and what the factors that influenced their decisions were. Finally, reflective sessions were held, in which the teachers could reflect and discuss about their actions in the classroom, encouraging an effective connection between theory and practice. Results pointed out that the conceptions constructed by the pre-service teachers, which were based on their experiences before the undergraduate course, during the course and in the program EDUCONLE, had an impact on their actions and decisions in the classroom, together with other factors, such as, personality, knowledge about the language and about methodology, and the group of students. The reflective sessions promoted moments of tension that culminated, most of the time, in reflection and, consequently, construction of teacher practice by changes that were proposed.