Professora, você podia dar aula de sociologia : entendendo a sala de aula de língua inglesa através das lentes dos alunos

• Autor(a) principal: Souza, Emanuelle de Souza Fonseca
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/13925
• topic: Exploratory practice; Understandings; Quality of life; Belief; Prática exploratória; Entendimentos; Qualidade de vida; Crenças; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS

In this work, I try to reflect and generate understandings about the quality of life of an English teacher and students involved in the teaching-learning process of foreign language (MILLER et al., 2008; ALLWRIGHT and HANKS, 2009). From the sensitive listening of student narratives, I problematize my beliefs and (re) construct the process of "teaching-learning English", presenting a discussion about how the principles of Exploratory Practice (MILLER, 2010, 2012; MORAES BEZERRA, 2007, 2011, 2013) can lead participants to a reflexive practice, helping them to find understandings. Many questions have been raised about my professional qualification during this research, in an attempt to understand in an integrated way with other practitioners our roles within this process, how personal and professional relationships are established, the needs, beliefs and priorities of each part, making all the reflection through the eyes of some students, because I understand that it is starting from the students understandings that I understand my role as a teacher. To base this research, I use the presuppositions of qualitative research, within the ethical-methodological perspective of the Exploratory Practice (ALLWRIGHT and HANKS 2009). The data presented here come from potential exploratory reflective activities, i.e., PERA (MORAES BEZERRA, 2007), and exploratory conversations (NUNES and MORAES BEZERRA, 2013). The narratives (LABOV, 1972; BASTOS, 2005; LINDE, 1993;1997) were transcribed according to the theoretical-methodological framework of the Ethnomethodological Conversation Analysis (SACKS, SCHEGLOFF and JEFFERSON, 1974; GARCEZ, 2012). Concepts such as footing (GOFFMAN, 1979), framework (TANNEN and WALLET, 1987) and alignment (GOFFMAN, 1981) of Interational Sociolinguistics were used as a resource for analysis. During the research, issues such as affection/emotion (MORAES BEZERRA, 2013), the naturalization of ideologies (FAIRCLOUGH, 1996) emerge from the students' discourses, being possible to perceive their understandings about the historical-social context in which they are inserted, their visions about the importance of studying English in the public school and the appropriateness of the approach I was bringing to our learning process.