ANÁLISE DO AGIR DOCENTE POR MEIO DA AUTOCONFRONTAÇÃO COMO UM INSTRUMENTO PARA O DESENVOLVIMENTO DO PROFESSOR DE LÍNGUA INGLESA

• Autor(a) principal: Souza, Marion Cristine Wentz de
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNICENTRO
• Texto Completo: http://tede.unicentro.br:8080/jspui/handle/jspui/1080
• topic: autoconfrontação (AC); agir docente; ensino como trabalho; formação continuada; selfconfrontation (SC); teaching acts; teaching as a work; continued formation; LINGUISTICA, LETRAS E ARTES

The present study on master’s degree aims at analyzing the acts evidenced on a simple selfconfrontation (SSC) about the practice with a Didactic Sequence (DS) for the reading of news on English Language class. The data were generated from the SSC performed by me as the English teacher of the class and the advisor professor of this study, based on the DS that I used to teach in the third year High School on a public school in Guarapuava, State of Paraná. We look for answering the following question: which are the teaching acts (re)defined in front of the practice with the DS about the textual genre (TG) “internet news” and in which ways the DS grounds this teaching practice. We will bring as theorical fundaments the concepts of the teaching work under the perspective of the socio-discursive interactionism (SDI) of the French ergonomics. We will discuss the didactic transposition of genres (DTG) through the didactic model of genres (DMG) for the elaboration of the DS. According to Clot (2007), we will present the selfconfrontation (SC), which has shown itself as a fundamental resource for the process of the teacher education and as an instrument that allows the analysis of texts produced by the teacher himself in real situations of work. This is justified by the instrument’s promotion of not only a reflexive exercise of the subject regarding the activity itself, but also, in this movement, its redefining and transformation about the taking of conscience and possible changings on the professional act. To analyze the collected data, we will use the descendent analysis procedure described in Bronckart (2007) and Machado and Bronckart (2009) that verifies the context measures, the organizational level, semantic and enunciative level. The plans of the analysis of the organizational texts approach the segments of thematic orientation (STO) that involve directly the analysis of the text’s content and the segments of thematic treatment (STT), the kinds of speech, the sequences and the mechanism of textualization. The enunciative level approaches the voices and modalizations that are turned specifically to the maintenance of pragmatic or interactive coherence of the text. The semantic level involves a reinterpretation of the analysis of the organizational and enunciative levels the allows to identify the reasons, intents and resources to the act. Watching the behavior and development of the students with the proposal of the DS, this tool has shown itself effective for the teaching of TG with focus on reading in FL, as the SSC indicated the taking of conscience about the excessive use of the L1 on the teaching of the L2 with the DS and the need to extend the time with the TG news. It also pointed several aspects that will consolidate practices of the act, among them projecting texts, activities and images for better understanding, as well as reading the news in the computer screen with access to internet.