O trabalho em grupo para o ensino-aprendizagem de língua inglesa na escola regular

• Autor(a) principal: Mendes, Marcia Regina
• Data de Publicação: 2012
• 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/30073
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS; Ensino-aprendizagem; Língua inglesa; Trabalho em grupo; Teaching-learning; English language; Group work

This paper aims at investigating how the actions and interventions of a teacher can modify the students’ view and participation in group works, considering that group works can be an important auxiliary in English teaching-learning in regular schools; in other words, how group work can be an important tool in the language learning process, under the socio-interactionist view (Vygotsky, 1934). In this investigation, besides establishing the changes in the students’ view and behavior in group works, comparing the beginning and the end of the school year, it looks for strategies and activities proposed by the teacher for the language learning through group work, consequently it also studies how it has to be organized, based on Harmer’s suggestions (2007), so that it can get cooperation, interaction, planning, and satisfactory accomplishment of the proposed tasks. This research can contribute to teachers who search for more efficient strategies of group work, looking for all members’ participation, using its strategies for English learning construction. Methodologically, this paper is a case study, which has a collaborative action research basis (Magalhães, 1994:72 apud Fidalgo 2002: 57; Cumming 1994: 674 apud Fidalgo 2002: 65; Kincheloe, 1993: 179 apud Fidalgo, 2002: 66; Mendes, 2002 apud Del Castillo, 2003; etc.). Data was collected during one year, in a public school in Carapicuiba city, focusing on students from Regular High School. Results make clear that at the beginning, the students saw group work as a task to be accomplished individually and then delivered as a group, indicating a fragmented view of what a group work is, within a positivist/behaviorist conception. However, at the end of the school year, they showed that they started to perceive the group work as a collaborative activity, inserted in a social-interactionist perception. So, it was possible to notice that there was some improve in skills/competence which involves study autonomy and interpersonal relationship