Entendendo o lugar da gramática em minha sala de aula a partir de ações exploratórias

• Autor(a) principal: Ribeiro, Patrícia Graeff Viana Liquieri
• Data de Publicação: 2016
• 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/1/14528
• topic: Grammar; Exploratory Practice; Significant grammar learning; Sustainability; Beliefs; Gramática; Prática Exploratória; Ensino significativo; Sustentabilidade; Crenças; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

Having the principles of Exploratory Practice as the basis, the reflexive process I present in this dissertation is based on the questionings about my pedagogical practice related to the teaching of grammar. Thereby, this research brings a contribution to the area of co-construction of understandings about meaningful teaching of the Portuguese language in two public schools in the State of Rio de Janeiro, where I conducted my classes as practitioner researcher and teacher. The principles that guide the Exploratory Practice as a teaching-learning approach (ALLWRIGHT & HANKS, 2009) enabled me to prioritize the quality of classroom life. They also underpinned the pedagogical work for understanding and for sustainability (ALLWRIGHT & HANKS, 2009) regarding my teaching practice. I emphasize that my focus in this reflexive process consisted in working to understand questions related to my professional practice, without aiming at the implementation of changes from the beginning. The changes that naturally occurred in the teaching-learning aspects of my classes were a result from a constant reflexive process that involved me and my learners. Thereby, as I have been deepening my focus on the teaching of grammar in Portuguese language classes (MOURA NEVES; GERALDI; TRAVAGLIA), some beliefs (RIBEIRO, 2010; LEITE, 2012; BARCELOS e ABRAHÃO, 2006; BARCELOS, 2004) emerged. Therefore, the emergence of these beliefs contributed to my reflection as I had to understand why I had them and how they connected to class planning and to class teaching. Concerning the structure of my analysis, they involve some of the Pedagogical Activities with Exploratory Potential (APPE) (ALLWRIGHT, 2005), on the one hand and some micro scenes transcribed from audio recordings of the interactions my students and I constructed in class. So, the analysis of the APPEs and the micro scenes allowed me to reflect about the initial questionings of the research, enabling me to act as a thoughtful teacher and to understand the place of grammar in my classes.