O ensino da língua inglesa na escola pública numa perspectiva lúdica: jogos teatrais em foco

• Autor(a) principal: Farias, Welligton dos Santos
• Data de Publicação: 2018
• 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/27179
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS; Brincar; Atitudes facilitadoras do professor; Aprendizagem significativa; Theater games; Play; Teacher’s facilitating attitudes

The present study analyzes the theater games contribution to acquire a foreign language, particularly, English. In order to demonstrate the process of the acquisition of the foreign language by students, in a public school from São Paulo city, it was done a research involving some theatrical games elaborated and adapted for specifics Elementary School, with a greater focus on the first graders. To support the research it was used a few specialists in the foreign language area acquisition, such as: Duarte (2012, 2010,2003ab, 2001), due to her latest research project – Living drama: theory and praxis in English language teaching and learning contexts and her studies about the Person Centred Approach; the learning theories and the conception of English teaching-learning present in the official city teaching documents: Parâmetros Curriculares Nacionais de Língua Estrangeira (BRASIL, 1998), Currículo Integrador da Infância Paulistana (2015), Direitos de Aprendizagem dos Ciclos Interdisciplinar e Autoral - LI (2016), BNCC (2017), Currículo da Cidade - LI (2017) and Portaria nº 5361 (SÃO PAULO, 2011). The study was also based on the theoretical background of Boal, a Brazilian dramatist (2015, 2010), the founder of the Oppressed Theatre, which the theatrical games were adapted to the teaching of the foreign language. The postulate of Spolin (2010, 2007), on theater games “energy sources that help students improve concentration skills, problem solving, and group interaction" (Spolin, 2007, p. 209); Koudela (2001), the carrier of a series of studies about the application of theatrical techniques with children and teenagers; Rogers (1985, 1969), with the theories of Significant Learning and Teacher’s Facilitating Attitudes; Vygotsky (2007) and the concepts of Sociointeractionism and Zone of Proximal Development – ZPD works. The methodology used was based on “qualitative studies”; also it was used an interpretative paradigm, which involving questionnaires, field notes, semi-structured and directed interviews, student observation, participant observation and audiovisual records. By using those instruments and analyzing the data, I realized that theater games proved to be effective tools that promote interaction, encourage the younger ones on production and oral comprehension and, consequently, promotes the self- confidence needed to ‘diminish’ exculpatory discourses (LEFFA, 2007) that impelled students against teaching-learning of Englis