Crenças, experiências e ações de professores de inglês (LE) de um Instituto Federal de Educação, Ciência e Tecnologia

• Autor(a) principal: Fernandes, Fabrício Ademar
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/9426
• topic: Crenças; Experiências; Ações; Pós-método; Beliefs; Experiences; Actions; Post-method; LINGUISTICA, LETRAS E ARTES::LINGUISTICA

The main objective of this research was to identify, understand and analyze the beliefs, experiences and actions (pedagogical practice) of English teachers who teach in technical courses of an Education, Science and Technology Federal Institute (FI), and guide to the improvement of the English learning-teaching process directed at professional formation programs offered by these institutions (or by others with similar profile). In this sense, we sought to identify and analyze the beliefs, experiences and actions of the participants regarding the specific aspects related to English learning-teaching, such as the student, the teacher, the third parties, the materials and the evaluations, by means of semi-structured interviews, self-reports and class observations, respectively. The guidance proposed by the participants were also surveyed by means of a semi-structured interview. For the collection and analyses of the data, we adopted a qualitative approach. Three case studies were conducted with the foreign language teachers of a FI. The data obtained during the year of 2016 were analyzed based on the Contextual Approach for studying the beliefs, and on the theoretical suppositions regarding the experiences and pedagogy of the post-method. The results point to the fact that the experiences, beliefs and actions of the teachers influence each other in a non-linear manner, in a more complex manner. In addition, it was possible to survey microstrategies for the learning-teaching of languages for the contexts of technical formation at a middle level, which meet the suppositions of a post-method pedagogy.