Crenças sobre a língua espanhola para estudantes brasileiros do ensino fundamental: características e uma proposta de encaminhamento
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/11069 |
Resumo: | Taking into account the classroom context, it is necessary to know and to comprehend the previous knowledge brought by students. The beliefs concept (BARCELOS, 1995) is recurring to try to understand this context and to help teachers to deal with the diversity they can find in the classroom and, according to Almeida Filho (1993), beliefs are fundamental parts in the process of learning a language, named by him as “Operação Global de Ensino de Línguas”. Considering the Spanish Language implantation at public schools, according to the law 11.161/05, it is necessary the study about the beliefs which future learners have about Spanish language. Likewise, this study has as a first goal to identify the beliefs about Spanish language learning and teaching in a group of people who participate in a Spanish language course at a public school. This course was offered by the Programa Institucional de Bolsa de Iniciação à Docência (PIBID)/ Capes at a school in the interior of São Paulo state. Also as a goal, it is intended to verify whether beliefs changes happened during the course as well as whether the courses influenced on it. Taking into account the contextual approach of beliefs, at the beginning of the course it was applied a questionnaire in “Likert Scale” (HORWITZ, 1988). During the course, it was asked for them to write diaries and, in the end, they wrote a text, in such a way that beliefs could be mapped, as well as possible changes. The results obtained reveal beliefs that Spanish was a difficult language to be studied and it changed at the moment students got in touch with the language, what also elucidates the pronunciation appreciation to the detriment of writing and the interest of students in having Spanish as an obligatory subject. In the end, it was propounded the critical literacy view as a way of dealing with beliefs in the classroom, since critical literacy is one educational practice which focuses on the relation between language and worldview, social practices, power, identity, citizenship, intercultural relations and globalization/location aspects (MATTOS, 2011). |
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Raizer, Paula BarrosYokota, Rosahttp://lattes.cnpq.br/9230517686993400http://lattes.cnpq.br/71577095502603729879f349-98be-4ccb-b541-8f2ac13164822019-03-08T14:01:00Z2019-03-08T14:01:00Z2013-04-19RAIZER, Paula Barros. Crenças sobre a língua espanhola para estudantes brasileiros do ensino fundamental: características e uma proposta de encaminhamento. 2013. Dissertação (Mestrado em Linguística) – Universidade Federal de São Carlos, São Carlos, 2013. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11069.https://repositorio.ufscar.br/handle/ufscar/11069Taking into account the classroom context, it is necessary to know and to comprehend the previous knowledge brought by students. The beliefs concept (BARCELOS, 1995) is recurring to try to understand this context and to help teachers to deal with the diversity they can find in the classroom and, according to Almeida Filho (1993), beliefs are fundamental parts in the process of learning a language, named by him as “Operação Global de Ensino de Línguas”. Considering the Spanish Language implantation at public schools, according to the law 11.161/05, it is necessary the study about the beliefs which future learners have about Spanish language. Likewise, this study has as a first goal to identify the beliefs about Spanish language learning and teaching in a group of people who participate in a Spanish language course at a public school. This course was offered by the Programa Institucional de Bolsa de Iniciação à Docência (PIBID)/ Capes at a school in the interior of São Paulo state. Also as a goal, it is intended to verify whether beliefs changes happened during the course as well as whether the courses influenced on it. Taking into account the contextual approach of beliefs, at the beginning of the course it was applied a questionnaire in “Likert Scale” (HORWITZ, 1988). During the course, it was asked for them to write diaries and, in the end, they wrote a text, in such a way that beliefs could be mapped, as well as possible changes. The results obtained reveal beliefs that Spanish was a difficult language to be studied and it changed at the moment students got in touch with the language, what also elucidates the pronunciation appreciation to the detriment of writing and the interest of students in having Spanish as an obligatory subject. In the end, it was propounded the critical literacy view as a way of dealing with beliefs in the classroom, since critical literacy is one educational practice which focuses on the relation between language and worldview, social practices, power, identity, citizenship, intercultural relations and globalization/location aspects (MATTOS, 2011).No contexto de sala de aula é necessário (re) conhecer e compreender a bagagem trazida pelos aprendizes. O conceito de crenças (BARCELOS, 1995) é recorrente para tentar entender tal contexto e auxiliar professores a lidar com a diversidade que encontrarão em sala de aula e, de acordo com Almeida Filho (1993), as crenças são parte fundamental da Operação Global de ensino de línguas. Considerando a implantação do espanhol nas escolas públicas, segundo a lei 11.161/05, faz-se necessário o estudo das crenças que futuros aprendizes de língua espanhola têm da mesma. O presente trabalho teve por objetivos identificar as crenças sobre língua espanhola e ensino aprendizagem de línguas de um grupo de participantes de um curso de espanhol oferecido através do Programa Institucional de Bolsa de Iniciação à Docência (PIBID)/ Capes em uma escola pública do interior do estado de São Paulo, bem como verificar se houve mudanças nas crenças durante o curso e o que as influenciou. Considerando a abordagem contextual das crenças, aplicou-se no início do curso um questionário em likert scale (Horwitz, 1988), durante o curso, foram pedidos diários de bordo e, ao final, uma produção de texto, de modo que as crenças pudessem ser mapeadas, assim como possíveis mudanças. Os resultados obtidos apresentam crenças de que o espanhol era uma língua difícil e que isso mudou a partir do contato dos participantes com a língua, também demonstra a valorização da pronúncia em detrimento da escrita e o interesse dos participantes em terem o espanhol como disciplina obrigatória. Propomos, ao final, a visão de letramento crítico como maneira de trabalho com as crenças em sala de aula, visto que o letramento crítico é uma prática educacional que focaliza a relação entre linguagem e visões de mundo, práticas sociais, poder, identidade, cidadania, relações interculturais e questões de globalização/localização (MATTOS, 2011).Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Linguística - PPGLUFSCarCrençasLíngua espanholaLetramento críticoBeliefsSpanish languageCritical literacyLINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADACrenças sobre a língua espanhola para estudantes brasileiros do ensino fundamental: características e uma proposta de encaminhamentoCreencias sobre la lengua española para estudiantes brasileños de la enseñanza fundamental: características y una propuesta de continuidadinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline7652c38c-e478-46ef-8644-4314b5a083d8info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissPBR.pdfDissPBR.pdfapplication/pdf2005151https://repositorio.ufscar.br/bitstream/ufscar/11069/1/DissPBR.pdfe2e280e65177e6b5b56ecb2690c5c4d7MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/11069/4/license.txtae0398b6f8b235e40ad82cba6c50031dMD54TEXTDissPBR.pdf.txtDissPBR.pdf.txtExtracted texttext/plain232252https://repositorio.ufscar.br/bitstream/ufscar/11069/5/DissPBR.pdf.txt8c0bb252ee354ae9dc762fe90690ff30MD55THUMBNAILDissPBR.pdf.jpgDissPBR.pdf.jpgIM Thumbnailimage/jpeg10750https://repositorio.ufscar.br/bitstream/ufscar/11069/6/DissPBR.pdf.jpg49b23d0fabe4b92d6b3c7673b5636863MD56ufscar/110692023-09-18 18:31:20.786oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:20Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Crenças sobre a língua espanhola para estudantes brasileiros do ensino fundamental: características e uma proposta de encaminhamento |
dc.title.alternative.spa.fl_str_mv |
Creencias sobre la lengua española para estudiantes brasileños de la enseñanza fundamental: características y una propuesta de continuidad |
title |
Crenças sobre a língua espanhola para estudantes brasileiros do ensino fundamental: características e uma proposta de encaminhamento |
spellingShingle |
Crenças sobre a língua espanhola para estudantes brasileiros do ensino fundamental: características e uma proposta de encaminhamento Raizer, Paula Barros Crenças Língua espanhola Letramento crítico Beliefs Spanish language Critical literacy LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
title_short |
Crenças sobre a língua espanhola para estudantes brasileiros do ensino fundamental: características e uma proposta de encaminhamento |
title_full |
Crenças sobre a língua espanhola para estudantes brasileiros do ensino fundamental: características e uma proposta de encaminhamento |
title_fullStr |
Crenças sobre a língua espanhola para estudantes brasileiros do ensino fundamental: características e uma proposta de encaminhamento |
title_full_unstemmed |
Crenças sobre a língua espanhola para estudantes brasileiros do ensino fundamental: características e uma proposta de encaminhamento |
title_sort |
Crenças sobre a língua espanhola para estudantes brasileiros do ensino fundamental: características e uma proposta de encaminhamento |
author |
Raizer, Paula Barros |
author_facet |
Raizer, Paula Barros |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/7157709550260372 |
dc.contributor.author.fl_str_mv |
Raizer, Paula Barros |
dc.contributor.advisor1.fl_str_mv |
Yokota, Rosa |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9230517686993400 |
dc.contributor.authorID.fl_str_mv |
9879f349-98be-4ccb-b541-8f2ac1316482 |
contributor_str_mv |
Yokota, Rosa |
dc.subject.por.fl_str_mv |
Crenças Língua espanhola Letramento crítico |
topic |
Crenças Língua espanhola Letramento crítico Beliefs Spanish language Critical literacy LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
dc.subject.eng.fl_str_mv |
Beliefs Spanish language Critical literacy |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
description |
Taking into account the classroom context, it is necessary to know and to comprehend the previous knowledge brought by students. The beliefs concept (BARCELOS, 1995) is recurring to try to understand this context and to help teachers to deal with the diversity they can find in the classroom and, according to Almeida Filho (1993), beliefs are fundamental parts in the process of learning a language, named by him as “Operação Global de Ensino de Línguas”. Considering the Spanish Language implantation at public schools, according to the law 11.161/05, it is necessary the study about the beliefs which future learners have about Spanish language. Likewise, this study has as a first goal to identify the beliefs about Spanish language learning and teaching in a group of people who participate in a Spanish language course at a public school. This course was offered by the Programa Institucional de Bolsa de Iniciação à Docência (PIBID)/ Capes at a school in the interior of São Paulo state. Also as a goal, it is intended to verify whether beliefs changes happened during the course as well as whether the courses influenced on it. Taking into account the contextual approach of beliefs, at the beginning of the course it was applied a questionnaire in “Likert Scale” (HORWITZ, 1988). During the course, it was asked for them to write diaries and, in the end, they wrote a text, in such a way that beliefs could be mapped, as well as possible changes. The results obtained reveal beliefs that Spanish was a difficult language to be studied and it changed at the moment students got in touch with the language, what also elucidates the pronunciation appreciation to the detriment of writing and the interest of students in having Spanish as an obligatory subject. In the end, it was propounded the critical literacy view as a way of dealing with beliefs in the classroom, since critical literacy is one educational practice which focuses on the relation between language and worldview, social practices, power, identity, citizenship, intercultural relations and globalization/location aspects (MATTOS, 2011). |
publishDate |
2013 |
dc.date.issued.fl_str_mv |
2013-04-19 |
dc.date.accessioned.fl_str_mv |
2019-03-08T14:01:00Z |
dc.date.available.fl_str_mv |
2019-03-08T14:01:00Z |
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info:eu-repo/semantics/masterThesis |
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dc.identifier.citation.fl_str_mv |
RAIZER, Paula Barros. Crenças sobre a língua espanhola para estudantes brasileiros do ensino fundamental: características e uma proposta de encaminhamento. 2013. Dissertação (Mestrado em Linguística) – Universidade Federal de São Carlos, São Carlos, 2013. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11069. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/11069 |
identifier_str_mv |
RAIZER, Paula Barros. Crenças sobre a língua espanhola para estudantes brasileiros do ensino fundamental: características e uma proposta de encaminhamento. 2013. Dissertação (Mestrado em Linguística) – Universidade Federal de São Carlos, São Carlos, 2013. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11069. |
url |
https://repositorio.ufscar.br/handle/ufscar/11069 |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Linguística - PPGL |
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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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