Atividade social como base para o aprender brincando em aulas de inglês: um processo colaborativo-crítico em construção

• Autor(a) principal: Estonlho, Regina Maria
• Data de Publicação: 2018
• 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/21260
• topic: Atividades criativas na sala de aula; Brincadeiras; Língua inglesa - Estudo e ensino; Creative activities and seat work; Play; English language - Study and teaching; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA

English teaching has been characterized by methodological proposals oriented towards standardization and convenience with recipes of how to approach teaching-learning through prescriptive methods and materials, not providing experiences that prepare students to act consciously and critically in the world. This research aims to critically understand playing based on Social Activities in the re-elaboration and implementation of Didactic Units for English classes, as well as its role in the reorganization of teaching-learning and in the strengthening of bonds between school and life. Specifically, it focus on understanding if, how and why play brought opportunities of learning and development to the participants, not only in the appropriation of the English language, but also in new ways of being and acting in the world. This investigation is inserted in the field of Critical Applied Linguistic (MOITA LOPES, 2006, PENNYCOOK, 2006, 2014, FABRICIO, 2006), grounded on the Socio-Historical-Cultural Activity Theory - TASCH (VYGOTSKY, 1934, LEONTIEV, 1977, ENGESTRÖM, 1999; LIBERALI, 2009), as well as on the play-based curriculum (VAN OERS, 2013). Methodologically, it is anchored in the Collaborative Critical Research (PCCol) - (MAGALHÃES, 2011), characterized as interventionist, since it focus on understanding and transforming participants' actions in school contexts. This study was conducted with children between ten and eleven years old at a language school in the interior of São Paulo. Data collection happened through the application of a questionnaire which aimed at discovering the social activities the children were involved in. The corpus is composed by excerpts of audio and video recordings produced during the period of a semester. Data were analyzed and interpreted through enunciative-discursive-linguistic categories (LIBERALI, 2013). The results revealed the importance of creating possibilities for rethinking, re-elaborating and reorganizing the teaching-learning of English through playing in Social Activities in order to constitute, in the classroom, critical-collaborative participants in the appropriation of new repertoires in situations of interaction in English. This dissertation allowed the construction of an approach to teaching English which establishes a relation between school and real life. In other words, the construction of non-encapsulated teaching-learning which relates school contents to their use beyond school walls