Cognições de professores e alunos de uma escola pública sobre o uso de sequências didáticas no ensino de língua inglesa um estudo Q

• Ano de defesa: 2011
• Autor(a) principal: Oliveira, Carla Pereira de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Estudos Linguísticos; Linguística Letras e Artes; UFU
• Palavras-chave em Português: Ensino e aprendizagem; Língua inglesa; Gêneros textuais; Sequências didáticas; Metodologia Q; Língua inglesa Estudo e ensino; Língua inglesa- Métodos de ensino; Learning and teaching; English language; Textual genres; Didactic sequences; Q methodology; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/15404

The main objective of this study is to investigate the cognitions of students and teachers in a public school on the use of didactic sequences in teaching English. Recent studies have pointed out that the didactic material is one of the main tools for teaching and learning a foreign language and has increased the interest in materials that contemplate the real needs of the Brazilian public school students and yet, are according to the PCN of LE. It is also known, that the processes of teaching and learning of foreign language receive direct influences of cognitions of students and teachers, that is, what they think, know and in what they believe. Researches on teachers‟ cognitions have investigated how to develop the beliefs, the thoughts and the knowledge of teachers, as well as try to understand how this interact with the practice of the teacher in the classroom. In a qualitative approach three distinct tools were used: interviews, Q Distribution (Q Methodology) and audio and video recordings. We used the Q technique that offers to the participants the opportunity to let them produce narratives of their cognitions, attitudes or opinions expressed subjectively according to the theme investigated. The data were collected in a municipal public school of a small inland town of Goiás state, using as universe of participants, English language teachers and their students. As result of this research the relevance of the study of teachers and students cognitions, aiming at the improvement of English language teaching, is confirmed. It points to the importance of the role of cognitions in the classrooms and to the viability of matching the teaching to the reality of the school context through the use of didactic sequences and textual genres.