Novos significados para o ensino e aprendizagem de inglês: o letramento crítico em uma turma de aceleração
| Ano de defesa: | 2014 |
|---|---|
| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Federal de Minas Gerais
UFMG |
| Programa de Pós-Graduação: |
Não Informado pela instituição
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: | |
| Link de acesso: | http://hdl.handle.net/1843/MGSS-9R3NER |
Resumo: | This qualitative research, a case study, aimed at identifying and reflecting on possible contributions of critical literacy for the teaching and learning of English in an acceleration class belonging to the project called Acelerar para Vencer (PAV), which is a policy of the State Secretary of Education of Minas Gerais. The research, therefore, was held in a state school in Belo Horizonte. For this purpose activities based on critical literacy theories have been designed and implemented. The data were collected through observation of classes, interviews and questionnaires. In addition, a focus-group was formed for the collection of data from participating students. The implementation of the activities favored a tendency of resignification of the perspectives of students and teachers towards teaching and learning English within the context studied. In the case of the teacher, this resignification concerns the roles he played. Regarding students, it has been observed that they were able to free themselves from stigmas of flunking and school failure, from the moment when there was a resignification of their views about learning English in a state school as well as of their school trajectory, marked by exclusion. Furthermore, the results of the analysis have revealed that, when working with the activities implemented, the teacher felt more motivated to teach and became more self-critical and sensitive to students needs. As for the students, the results have showed that not only did they feel more motivated to participate in the activities but also learned English better, and made use of their previous knowledge and reading strategies. Students started to view English learning as a space for social communicative practices and dialogue with the real world problems, including the ones related to PAV itself. Moreover, considering their good performance in the activities, students were more confident and optimistic about their school and professional future. These results have pointed to the need for the investment in state school teachers critical formation, especially aiming at the personalized practice for stigmatized students or those who hold a trajectory of school exclusion. |