Reflexões sobre a representação que o professor de inglês da escola pública tem sobre sua função em sala de aula

• Autor(a) principal: Castro Junior, Melchior de
• Data de Publicação: 2011
• 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/31231
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS; Professores de inglês - Formação profissional; Língua inglesa - Estudo e ensino

This research aimed at gathering information to make possible a reflection on the perception that public school English teachers have on their function in the classroom. Based on theoretical and methodological concepts stated or adopted by professionals in education, as Gadotti (1995), Nóvoa (1992), Perrenoud (2000), Celani (2004), Rogers (1969), Leffa (1995), Damianovic (2010), and Moita Lopes (2005), the study analyzes the vision of one teacher on the reasons for learning this subject and how she recognizes the complexity of her function regarding social, political, cultural and economical factors. Also, it compares the established goals, strategies and the role of individuals and institutions involved, as well as practices that lead to this aim, listing cognitive styles and the application of humanistic practice (ROGERS, 1969). It was concluded that this is not a standardized process. There is no single model to follow. However, we must assume that the action of the teacher occurs consciously, including the social environment of the learner in order to encourage discussion of contrasts and similarities of his own culture comparing to others. Otherwise, we would not have teachers and students aimed to be part of a larger movement for social change