Tentativas de mudanças no trabalho com readers no Ensino Fundamental I em escola pública

• Autor(a) principal: Santos, Soraia Regina Conceição
• Data de Publicação: 2019
• 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/35683
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS; (Trans)formação de professor; Leitura; Readers; Ensino Fundamental I; Língua estrangeira; Teacher (trans)formation; Reading; Readers; Elementary School; Foreign language

This research aims at comparing the observations made by a teacher, after doing the reflection on her action at different moments of the specialization course “Práticas Reflexivas e Ensinoaprendizagem de Inglês na Escola Pública”, as well as discoursing about the attempt process to change her attitudes, specifically when using readers with students on their school literacy period and concluding with reflections on how the acquired knowledge and habits from this course have (or not) made her change her approach in classes with this kind of material and target public. This study is theoretically based on authors who study teacher formation, like Celani (2004), Cruz (2013), Liberali (2008) and Magalhães (2006). Regarding to using readers in English classrooms at public schools, this work is based on Tafarelo’s (2015) and Silva’s (2015) researches. Methodologically speaking, the study with qualitative reflexive critic view is done through action research, based on the shooting, analysis and comparison of classes taught by the teacher during the research period. The results reveal that, much more than trying to change her approach on working with readers in the classroom, the research teacher must give more attention to the writing process of her lesson plans, because the lack of this written planning showed that the observed changes in each class were not still satisfactory