Efeitos identitários do trabalho com o livro didático : “Links - English for teens" propostas de abordagens e práticas no contexto público mato-grossense

• Ano de defesa: 2012
• Autor(a) principal: Silva, Perla Haydee da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Linguagens (IL); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Estudos de Linguagem
• Palavras-chave em Português: Ensino/aprendizagem de inglês como LE; Livro didático; Identidade; CNPQ::LINGUISTICA, LETRAS E ARTES; Teaching/learning English as foreign language; Textbooks; Identity
• Link de acesso: http://ri.ufmt.br/handle/1/1142

Any work with language whether as native or foreign language is ideological, imprinting changes on the subjects’ identity. Thus, this study aims to investigate how the pedagogical practice of teachers of English as a foreign language in a context of public schools in the estate of Mato Grosso, through the use of the textbook "Links - English for teens" recommended by the Ministry of Education (MEC) in the 2011 PNLD program for the teaching of English in basic education, contributes to a pedagogical practice that addresses the ideological aspect of language use and to establish in learners a critical attitude. Grounded on French Discourse Analysis, selected activities of the textbook will be analyzed as well as answers to a questionnaire completed by five teachers of English as a foreign language in basic education. Based on the data analysis, the objective is to present some suggestions for teacher education courses in order to contribute to a pedagogical practice that fosters in students a critical attitude, which leads to the formation of individuals capable of interacting in society with an attitude of acceptance and respect for others, without necessarily, depreciating their own culture, language, values, references and behaviors that shape their identity.