Recortes sociais em rede municipal de ensino: uma busca por práticas sócio interacionistas em língua inglesa

• Ano de defesa: 2016
• Autor(a) principal: Rodrigues, Aline Boen [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: english teaching; teaching practices; municipal elementary school; elementary education; ensino de língua inglesa; práticas docentes; escola pública municipal; ensino fundamental
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=3991958; https://repositorio.unifesp.br/handle/11600/46741

This paper aims to know four selected fifth grade English teachers? practices, from four different municipal elementary schools, and identify possible sociointeractionist characteristics. For this research the English teachers? and their students? interactions mediated by the teacher in the class were observed. The specific objectives are: a) provide data collection about this research topic, such as the literature review, b) establish the profile of each teacher, at municipal elementary schools, who participate in this research, c) analize and categorize the main aspects of these teachers? practices having in mind the theoretical reference and d) identify elements that approximate these practices of the dynamics focused on sociointeractionism. It is included in the present study the need to recognize concepts from the psychologist Vygotsky (1998, 1988), the association between Psychology and Education; and the need to link the studies developed by Brazilian academic researchers Oliveira (2008), Prestes (2012) and Rego (2000) made from the vygotskian legacy. To emphasize English teaching, Almeida Filho (1998), Lightbown; Spada (2006) and Barcelos; Abrahão (2006) are valuable authors who focus on how English teachers organize their classes through interaction in a heterogeneous group, observing the different potential development levels among students. In this qualitative research that contains bibliographical and empirical data, there is a mix of open and close-ended questions for English teacher and a plan for class observation. Researchers, such as Gianfaldoni; Moroz (2006), André (1983, 2012, 2013), Chalmers (1993) and Vianna (2003), among others, contributed to the analysis of the written answers on questionnaire and research notes, tools used for data collection, and analysis of the teachers-students, students-students, students-teachers and students-students interactions. Few sociointeractionist practices were observed, particularly in two classrooms. The practices aimed at interaction and students? active participation occurred in classes where teachers made feasible proposals that involved thinking in English Language in the collaborative work in pairs or small groups.