Língua inglesa nos 8os e 9os anos do Ensino Fundamental

• Autor(a) principal: Rodrigues, Isabela de Paula
• Data de Publicação: 2017
• 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/34374
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS; Representações; Língua inglesa; Ensino aprendizagem; Método quantitativo; Representations; English language; Teaching and learning; Quantitative method

This research aims at analysing High School freshmen’ representations of the English teaching-learning process they experienced in the 8th and 9th grades of Middle School. This idea came out as an academic subject throughout my English classes, where I often felt uneasy about trying to understand the reasons why those students in the first year of High School could show an undisciplined behavior much more often than the students in the second or in the third year of High School. In order to discuss that issue, we based this study on the interpretative methodological view of Liberali & Liberali (2011). According to this methodology, there is the need to establish a direct relationship between the researcher and the interviewee. Furthermore, this research was also grounded on the quantitative and qualitative theories with the purpose of organizing and interpreting the data. In addition, we quoted Moscovici (2015) and discussed Durkheim (in Moscovici, 2015) with the intention to present the representation theory. Another author that this work was based on is Bardin (2011), whose quantitative and categorical methods has helped us to organize and analyse the corpus. We likewise discussed the Behaviorist, Cognitivist and Sociointeracionist teaching-learning theories which are influencing the pedagogical practices nowadays. They were grounded on the Brazilian National Curriculum Parameters (Parâmetros Curriculares Nacionais, 1998) as well as on Bock, Furtado e Teixeira (2002). The results showed that that the interviewed students expressed much more negative representations of their English classes than positive ones, which were also mainly oriented by the Behaviorist theory