O trabalho com o material didático de inglês para o 2º ano do Ensino Fundamental I: o prescrito e o realizado

• Autor(a) principal: Carmo, Edna Oliveira do
• Data de Publicação: 2014
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/29430
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS; Formação de professores; Reflexão crítica; Língua inglesa; Planejamento; Material didático

This research aims at investigating how a teacher who completed the course Práticas Reflexivas e Ensino-Aprendizagem de Inglês na Escola Pública transformed his classroom practices for the 2nd grade of the First Years of Fundamental Schooling, having in mind the planning of actions concerning a school course book unit. The theoretical support is grounded in the concepts of Zone of Proximal Development (ZPD), language (VYGOTSKY, 1978, 2001, 2004, 2008; NEWMAN e HOLZMAN, 2002), planning of pedagogical actions (VASCONCELLOS, 2000; SHIMOURA, 2005; BRONCKART, 1999) and critical thinking (LIBERALI, 2008; FREIRE, 2007, SMYTH, 1992; CRUZ, 2013; WOLFFOWITZ-SANCHEZ, 2009). Methodologically speaking, the research is based on the assumptions of Pesquisa Crítica de Colaboração (PCCol) that claims that both researcher and research participant have active roles in constructing and transforming knowledge, not only looking for understanding the world of practice but also making changes in it (MAGALHÃES, 2007). The produced data encompasses the description of 3 meetings, the description of the course book unit (teacher and student) and the lesson plan which were analyzed according to the general plan of the text and of the thematic content (BRONCKART, 2007). The analyses and discussion highlight that the teacher probably has not transformed his classroom actions, considering that his planning did not comprised the dimension and elements which were discussed with the teacher educator or even in the course he had taken, having the course book as his only source. We can conclude that for the development of a collaborative work based on critical thinking it is not enough to attend meetings and classes: it is necessary to compromise and submit ones values, rules and rights to critique so that transformations of practice can really happen in class