Gestão para o ensino-aprendizagem de Língua Inglesa no Fundamental 1 em contexto de escola pública

• Autor(a) principal: Carvalho, Márcia Pereira de
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/13652
• topic: Gestão da formação de professores de inglês; Ensino Fundamental 1; Escola pública; Teoria da atividade sócio-histórico-cultural; Management of English teacher education; Elementary school; Public education; Socio-historical-cultural activity theory; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA

This study aims at critically understanding the process of activities of teacher education informal meetings management and its possible contribution for English classes meant to a group of students from elementary school in a context of public school. The theoretical framework is founded on management practices based on the Social-Historical-Cultural Activity Theory to organize education and the manner to teach of an English teacher of elementary school. This research intends to answer the following question: How teacher education informal meetings, which had as object the transformation of English teaching-learning for elementary school manner, was organized? This research is inserted in the critical paradigm and organized as a Critical Collaborative Research that propitiates practices of language based on discussions about roles, rules, division of labor and outcomes in the activities of teacher education informal meetings management. Data were produced during teacher education informal meetings and classes taught by the English teacher, subject of this research, and collected through audio-video recordings. Argumentation theory allowed data analysis of participants enunciation in a critical perspective. The results point out to the importance of discussing English teacher education for elementary school organization in more critical-creative collaborative bases to support teaching-learning practices