A formação pré e em serviço do professor de inglês do ensino fundamental I
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/22332 |
Resumo: | With the social and ideological changes which recognize and stimulate the teaching of English language in Brazil, there is a big and increasing number of Brazilian schools inserting English in the initial grades of Brazilian Elementary School I. Despite the demand, there are still no official parameters to guide the teaching of additional languages in this segment. For this reason, this study had as its main objective a critical investigation of the private and public Brazilian Elementary School I English teachers’ pre and in-service education, through the Brazilian Law of Directives and Bases of National Education and the Brazilian National Common Curricular Base, along with courses syllabi, a questionnaire and interviews given to teachers. More specifically, this study aimed to 1. analyze, in the light of the dialogic senses effects and the senses and meanings, the discourses built in and on the studied context, materialized in the official documents, in the courses syllabi, in the questionnaires, and interviews; 2. identify the pre and in-service education inserted in the discourses, and 3. interpret the problematic of this focal human activity sphere. The data collection was carried through the gathering and production of 2 official documents, 6 courses’ syllabi, as well as the application of a questionnaire to 45 teachers and an interview given to 4 of them. Through the gathering and production of the data, the study concluded that there is an incoherence, since 1. the official documents seem to orient the education of teachers, but 2. the official syllabi don’t report how they educate their teachers, and 3. the discourses point out teachers who have theoretical and practical knowledge. Therefore, it is possible to identify that the participants in this study resort to the in-service courses, which orient their practices and educate them for the teaching of English to children. Finally, reflections on the education of English teachers in the context of Brazilian Elementary School I were proposed, with the objective of exposing and suggesting potential ways of rethinking the pre and in-service education of the professionals working in the area |
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Liberali, Fernanda Coelhohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4858852Z9Padre, Brenda Treco2019-06-27T12:03:04Z2019-04-30Padre, Brenda Treco. A formação pré e em serviço do professor de inglês do ensino fundamental I. 2019. 174 f. Dissertação (Mestrado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.https://tede2.pucsp.br/handle/handle/22332With the social and ideological changes which recognize and stimulate the teaching of English language in Brazil, there is a big and increasing number of Brazilian schools inserting English in the initial grades of Brazilian Elementary School I. Despite the demand, there are still no official parameters to guide the teaching of additional languages in this segment. For this reason, this study had as its main objective a critical investigation of the private and public Brazilian Elementary School I English teachers’ pre and in-service education, through the Brazilian Law of Directives and Bases of National Education and the Brazilian National Common Curricular Base, along with courses syllabi, a questionnaire and interviews given to teachers. More specifically, this study aimed to 1. analyze, in the light of the dialogic senses effects and the senses and meanings, the discourses built in and on the studied context, materialized in the official documents, in the courses syllabi, in the questionnaires, and interviews; 2. identify the pre and in-service education inserted in the discourses, and 3. interpret the problematic of this focal human activity sphere. The data collection was carried through the gathering and production of 2 official documents, 6 courses’ syllabi, as well as the application of a questionnaire to 45 teachers and an interview given to 4 of them. Through the gathering and production of the data, the study concluded that there is an incoherence, since 1. the official documents seem to orient the education of teachers, but 2. the official syllabi don’t report how they educate their teachers, and 3. the discourses point out teachers who have theoretical and practical knowledge. Therefore, it is possible to identify that the participants in this study resort to the in-service courses, which orient their practices and educate them for the teaching of English to children. Finally, reflections on the education of English teachers in the context of Brazilian Elementary School I were proposed, with the objective of exposing and suggesting potential ways of rethinking the pre and in-service education of the professionals working in the areaCom as mudanças sociais e ideológicas que reconhecem e estimulam o ensino de inglês no Brasil, há um grande e crescente número de escolas que inserem a língua em seus currículos nas séries iniciais do Ensino Fundamental I. Apesar da demanda, ainda não existem parâmetros oficiais que orientem o ensino de línguas adicionais para esse segmento. Desse modo, este estudo objetivou investigar de forma crítica a formação pré e em serviço de professores de inglês do Ensino Fundamental I, por meio da LDB e da nova BNCC, de ementas de cursos de formação, bem como de um questionário e entrevistas abertas com professores. Mais especificamente, visou 1. analisar, à luz dos efeitos de sentidos dialógicos e dos sentidos e significados, os discursos construídos no e sobre o espaço da educação em questão, materializados nos documentos, ementas, questionário e entrevistas; 2. identificar a formação pré e em serviço nos discursos e 3. interpretar a problemática da esfera da atividade humana em foco. A coleta e a produção dos dados foram realizadas por meio da reunião de 2 documentos e 6 ementas oficiais, além de um questionário aplicado a 45 professores e de uma entrevista aberta realizada com 4 professores. A partir dos dados coletados o estudo concluiu que há uma incoerência entre os dados, visto que 1. os documentos oficiais parecem orientar a formação dos professores, mas 2. as ementas oficiais não sugerem como formam os professores e 3. os discursos apontam para professores que têm conhecimento de práticas e teorias. Assim, pode-se identificar que os professores de inglês, participantes deste estudo, recorrem a cursos de educação contínua, em serviço, que os orientem em suas práticas e os formem para o ensino de inglês para crianças. Por fim, reflexões acerca da formação dos professores de inglês no contexto de Ensino Fundamental I foram propostas, com o objetivo de expor e sugerir potenciais formas de repensar sobre a formação pré e em serviço dos profissionais que atuam na áreaConselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPqapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/49532/Brenda%20Treco%20Padre.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBrasilFaculdade de Filosofia, Comunicação, Letras e ArtesProfessores - Formação profissionalProfessores de inglês - Formacao profissionalLíngua inglesa (Ensino fundamental)Formação pré e em serviçoTeachers - Occupational trainingEnglish teachers - Occupational trainingEnglish language (Elementary School)Pre and in-service teacher educationCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADAA formação pré e em serviço do professor de inglês do ensino fundamental Iinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTBrenda Treco Padre.pdf.txtBrenda Treco Padre.pdf.txtExtracted texttext/plain352700https://repositorio.pucsp.br/xmlui/bitstream/handle/22332/4/Brenda%20Treco%20Padre.pdf.txta999dace63a578151fe9d1af0f71b241MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
A formação pré e em serviço do professor de inglês do ensino fundamental I |
title |
A formação pré e em serviço do professor de inglês do ensino fundamental I |
spellingShingle |
A formação pré e em serviço do professor de inglês do ensino fundamental I Padre, Brenda Treco Professores - Formação profissional Professores de inglês - Formacao profissional Língua inglesa (Ensino fundamental) Formação pré e em serviço Teachers - Occupational training English teachers - Occupational training English language (Elementary School) Pre and in-service teacher education CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
title_short |
A formação pré e em serviço do professor de inglês do ensino fundamental I |
title_full |
A formação pré e em serviço do professor de inglês do ensino fundamental I |
title_fullStr |
A formação pré e em serviço do professor de inglês do ensino fundamental I |
title_full_unstemmed |
A formação pré e em serviço do professor de inglês do ensino fundamental I |
title_sort |
A formação pré e em serviço do professor de inglês do ensino fundamental I |
author |
Padre, Brenda Treco |
author_facet |
Padre, Brenda Treco |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Liberali, Fernanda Coelho |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4858852Z9 |
dc.contributor.author.fl_str_mv |
Padre, Brenda Treco |
contributor_str_mv |
Liberali, Fernanda Coelho |
dc.subject.por.fl_str_mv |
Professores - Formação profissional Professores de inglês - Formacao profissional Língua inglesa (Ensino fundamental) Formação pré e em serviço |
topic |
Professores - Formação profissional Professores de inglês - Formacao profissional Língua inglesa (Ensino fundamental) Formação pré e em serviço Teachers - Occupational training English teachers - Occupational training English language (Elementary School) Pre and in-service teacher education CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
dc.subject.eng.fl_str_mv |
Teachers - Occupational training English teachers - Occupational training English language (Elementary School) Pre and in-service teacher education |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
description |
With the social and ideological changes which recognize and stimulate the teaching of English language in Brazil, there is a big and increasing number of Brazilian schools inserting English in the initial grades of Brazilian Elementary School I. Despite the demand, there are still no official parameters to guide the teaching of additional languages in this segment. For this reason, this study had as its main objective a critical investigation of the private and public Brazilian Elementary School I English teachers’ pre and in-service education, through the Brazilian Law of Directives and Bases of National Education and the Brazilian National Common Curricular Base, along with courses syllabi, a questionnaire and interviews given to teachers. More specifically, this study aimed to 1. analyze, in the light of the dialogic senses effects and the senses and meanings, the discourses built in and on the studied context, materialized in the official documents, in the courses syllabi, in the questionnaires, and interviews; 2. identify the pre and in-service education inserted in the discourses, and 3. interpret the problematic of this focal human activity sphere. The data collection was carried through the gathering and production of 2 official documents, 6 courses’ syllabi, as well as the application of a questionnaire to 45 teachers and an interview given to 4 of them. Through the gathering and production of the data, the study concluded that there is an incoherence, since 1. the official documents seem to orient the education of teachers, but 2. the official syllabi don’t report how they educate their teachers, and 3. the discourses point out teachers who have theoretical and practical knowledge. Therefore, it is possible to identify that the participants in this study resort to the in-service courses, which orient their practices and educate them for the teaching of English to children. Finally, reflections on the education of English teachers in the context of Brazilian Elementary School I were proposed, with the objective of exposing and suggesting potential ways of rethinking the pre and in-service education of the professionals working in the area |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-06-27T12:03:04Z |
dc.date.issued.fl_str_mv |
2019-04-30 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Padre, Brenda Treco. A formação pré e em serviço do professor de inglês do ensino fundamental I. 2019. 174 f. Dissertação (Mestrado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/22332 |
identifier_str_mv |
Padre, Brenda Treco. A formação pré e em serviço do professor de inglês do ensino fundamental I. 2019. 174 f. Dissertação (Mestrado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
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https://tede2.pucsp.br/handle/handle/22332 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem |
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PUC-SP |
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Brasil |
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Faculdade de Filosofia, Comunicação, Letras e Artes |
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Pontifícia Universidade Católica de São Paulo |
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