O trabalho do professor reflexivo com o Caderno do Aluno do 7º ano: discussões e possibilidades

• Autor(a) principal: Sousa, Igor Leite
• 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/34942
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS

This research had as objective to investigate how four teachers of the State of São Paulo use what is perhaps the most popular resource in the English classes of my current school: The Student's Notebook (SÃO PAULO, 2008). This research was conducted through by a questionnaire, whose answers were analyzed mainly with the help from Barcelos (1995, 2004, 2012), who discusses the importance of being a reflective teacher. I also present the methods of foreign language teaching, compelled by Leffa (1988), as well as the theoreticians related to the teachinglearning process brought by La Taille, Oliveira and Dantas (1992). For the collection and organization of the data, I relied on Gerhardt and Silveira (2009), whose book was essential for the writing of the methodology chapter. Regarding to the suggestions given to the teachers about the work with the Student's notebook, I brought Luckesi (2005), who talks about the relevance of social practice within the school context, and with the Parâmetros Curriculares Nacionais do Ensino Médio (Brasil, 2008), that defends the use of technologies in the classroom. In conclusion, I would like to point that this study was a great contribution to the development of my pedagogical practice, and that it may be an aid to other teachers of the State of São Paulo, who have doubts about how to use the Student’s notebook books and also the Teacher's notebook