Ensino de inglês para fins específicos e multiletramentos na oferta técnica da escola pública
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) |
Texto Completo: | https://repositorio.ufersa.edu.br/handle/prefix/5294 |
Resumo: | As a necessity to the development of several knowledge fields at a time of technological evolution, English for Specific Purposes (ESP) emerged in the USA during the 1960’s (HUTCHINSON & WATERS, 1987). In Brazil, ESP started its development during the late 1970’s with the Brazilian National ESP Project and even after 4 decades it has been understood exclusively as a reading course in specific areas (RAMOS, 2008). The purpose of this study is to propose a reflection-action model for ESP teaching, as well as to elucidate the way ESP has been taught at a federal public school responsible for the offer of vocational courses in Brazil. As a documental-exploratory study, we analyzed ESP program of ten out of thirty-two vocational courses, since not all of them offered the teaching of ESP in their curriculum. However, our focus was the Oil and Gas vocational course program, considering ESP basic principles and the pedagogy of multiliteracies (HUTCHINSON & WATERS, 1987; DUDLEY-EVANS, 1998; C NEW LONDON GROUP, 1996; COPE & KALANTZIS, 2009) and developing a model considering aspects of speech genres theories (SWALES, 1990; SWALES1998). With the same scope we applied a questionnaire with students and made semi-structured interviews with 2 teachers of the course: the English teacher and the engineer responsible for the teaching of technical subjects. Data analysis led us to design a reflection-action model of ESP for vocational courses to be used by and initially guide teachers’ work in Professional and Technological Education settings. General procedures described by the model are inspired by a didactic sequence, hence it is divided into: genre presentation that meets students’ needs, students’ first production, modules on sociolinguistics features, and students’ final production (DOLZ, NOVERRAZ & SCHNEWLY, 2004). The sections of the model were elaborated considering what the teachers highlighted as a good ESP course, the blanks we noticed in the program concerning the underlying principles of ESP and the pedagogy of multiliteracies as well as students’ opinions. Some of our results pointed out to the fact that ESP teaching at IFRN is still developed through reading and translation activities, privileging genres such as abstracts; the students (and the teachers) believe that the foreign language teaching should consider not only through reading, but also through oral production; and according to the teachers, aspects such as interdisciplinarity (or collaborative teaching) as well as the workload were considered important to develop a good ESP course. The model we present does not claim to be the best way to consider teaching ESP in vocational education in Brazil, but it intends to distinguish from ESP curriculums and pedagogical practices that are concerned only with reading specific vocabulary from a technical field |
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Ensino de inglês para fins específicos e multiletramentos na oferta técnica da escola públicaESPMultiletramentosGêneros discursivosEnsinoEducação profissional e tecnológicaESPMultiliteraciesSpeech genresTeachingVocational educationCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMAs a necessity to the development of several knowledge fields at a time of technological evolution, English for Specific Purposes (ESP) emerged in the USA during the 1960’s (HUTCHINSON & WATERS, 1987). In Brazil, ESP started its development during the late 1970’s with the Brazilian National ESP Project and even after 4 decades it has been understood exclusively as a reading course in specific areas (RAMOS, 2008). The purpose of this study is to propose a reflection-action model for ESP teaching, as well as to elucidate the way ESP has been taught at a federal public school responsible for the offer of vocational courses in Brazil. As a documental-exploratory study, we analyzed ESP program of ten out of thirty-two vocational courses, since not all of them offered the teaching of ESP in their curriculum. However, our focus was the Oil and Gas vocational course program, considering ESP basic principles and the pedagogy of multiliteracies (HUTCHINSON & WATERS, 1987; DUDLEY-EVANS, 1998; C NEW LONDON GROUP, 1996; COPE & KALANTZIS, 2009) and developing a model considering aspects of speech genres theories (SWALES, 1990; SWALES1998). With the same scope we applied a questionnaire with students and made semi-structured interviews with 2 teachers of the course: the English teacher and the engineer responsible for the teaching of technical subjects. Data analysis led us to design a reflection-action model of ESP for vocational courses to be used by and initially guide teachers’ work in Professional and Technological Education settings. General procedures described by the model are inspired by a didactic sequence, hence it is divided into: genre presentation that meets students’ needs, students’ first production, modules on sociolinguistics features, and students’ final production (DOLZ, NOVERRAZ & SCHNEWLY, 2004). The sections of the model were elaborated considering what the teachers highlighted as a good ESP course, the blanks we noticed in the program concerning the underlying principles of ESP and the pedagogy of multiliteracies as well as students’ opinions. Some of our results pointed out to the fact that ESP teaching at IFRN is still developed through reading and translation activities, privileging genres such as abstracts; the students (and the teachers) believe that the foreign language teaching should consider not only through reading, but also through oral production; and according to the teachers, aspects such as interdisciplinarity (or collaborative teaching) as well as the workload were considered important to develop a good ESP course. The model we present does not claim to be the best way to consider teaching ESP in vocational education in Brazil, but it intends to distinguish from ESP curriculums and pedagogical practices that are concerned only with reading specific vocabulary from a technical fieldCom a necessidade do desenvolvimento de diversas áreas em uma época de evolução tecnológica, o Inglês para Fins Específicos (English for Specific Purposes – ESP) emergiu nos EUA durante a década de 1960 (HUTCHINSON & WATERS, 1987). No Brasil, o ESP começou a se desenvolver durante a década de 1970, com o Projeto Nacional Brasileiro de ESP, coordenado pela professora Antonieta Celani e, mesmo após quatro décadas, o ESP ainda tem sido entendido como um curso de leitura para áreas específicas (RAMOS, 2008). O propósito desta pesquisa é trazer uma proposta de reflexão-ação para o ensino de ESP para a Educação Profissional e Tecnológica (EPT) e elucidar a forma como o ESP tem sido ensinado no Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN). A partir de um estudo documental-exploratório, analisamos os programas de dez cursos técnicos na modalidade subsequente, com foco no programa da disciplina, considerando os princípios básicos das teorias de ESP e dos Multiletramentos (HUTCHINSON & WATERS, 1987; DUDLEY-EVANS, 1998; C NEW LONDON GROUP, 1996; COPE & KALANTZIS, 2009), desenvolvendo uma proposta que considerou, também, aspectos relacionados aos gêneros discursivos (SWALES, 1990; SWALES1998). Aplicamos, então, um questionário com os alunos do Curso Técnico em Petróleo e Gás e duas entrevistas semiestruturadas com dois professores do curso: o professore de ESP e um engenheiro responsável por disciplinas da área técnica. A análise dos dados nos levou a nossa proposta, construído para ser utilizado como um guia por professores que trabalham com o inglês em contextos de EPT. A proposta é inspirada em uma sequência didática, dividido em: estudo do gênero que atenda às necessidades dos alunos, elaboração do gênero pelos alunos, fases com características sociolinguísticas e a reelaboração do gênero pelos alunos (DOLZ, NOVERRAZ & SCHNEWLY, 2004). As seções da proposta foram elaboradas considerando o que os professores destacaram como um bom curso de ESP, as lacunas que encontramos no programa da disciplina no que se refere ao ESP e aos multiletramentos, bem como as opiniões dos alunos. Alguns dos nossos resultados apontaram para o fato de que o ensino de ESP no IFRN ainda é voltado para atividades de leitura e tradução, privilegiando gêneros acadêmicos como o artigo e o abstract; que a língua estrangeira deveria ser trabalhada tanto a partir de leituras como de produções orais, de acordo com os alunos e os professores entrevistados, além da importância do trabalho com a leitura; e alguns pontos colocados pelos professores, como o ensino colaborativo e a carga horária da disciplina. A proposta aqui apresentada não é um manual que possui as melhores possibilidades para o ensino de ESP na EPT, mas um guia que pretende ir além do que está posto nos currículos de ESP que contam com uma prática pedagógica que se preocupa (quase que exclusivamente) com a leitura e vocabulárioConselho Nacional de Desenvolvimento Científico e Tecnológico - CNPqUniversidade Federal Rural do Semi-ÁridoBrasilCentro de Ciências Sociais Aplicadas e Humanas - CCSAHUFERSAPrograma de Pós-Graduação em EnsinoLima, Samuel de Carvalho00658821300http://lattes.cnpq.br/3773118523077604Maciel, Lucas Vinício de Carvalho31095791893http://lattes.cnpq.br/8779101339709622Lima Neto, Vicente de00536398344http://lattes.cnpq.br/7236640942719268Guerra, Wigna Thalissa2020-08-26T13:17:07Z2019-09-022020-08-26T13:17:07Z2017-10-20info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfCitação com autor incluído no texto: Guerra (2017) Citação com autor não incluído no texto: (GUERRA, 2017)https://repositorio.ufersa.edu.br/handle/prefix/5294porGUERRA, Wigna Thalissa. Ensino de inglês para fins específicos e multiletramentos na oferta técnica da escola pública. 2017. 139 f. Dissertação (Mestrado em Ensino - Posensino), Universidade Federal Rural do Semi-Árido, Mossoró, 2017.CC-BY-SAinfo:eu-repo/semantics/openAccessreponame:Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU)instname:Universidade Federal Rural do Semi-Árido (UFERSA)instacron:UFERSA2023-11-20T21:38:56Zoai:repositorio.ufersa.edu.br:prefix/5294Repositório Institucionalhttps://repositorio.ufersa.edu.br/PUBhttps://repositorio.ufersa.edu.br/server/oai/requestrepositorio@ufersa.edu.br || admrepositorio@ufersa.edu.bropendoar:2023-11-20T21:38:56Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) - Universidade Federal Rural do Semi-Árido (UFERSA)false |
dc.title.none.fl_str_mv |
Ensino de inglês para fins específicos e multiletramentos na oferta técnica da escola pública |
title |
Ensino de inglês para fins específicos e multiletramentos na oferta técnica da escola pública |
spellingShingle |
Ensino de inglês para fins específicos e multiletramentos na oferta técnica da escola pública Guerra, Wigna Thalissa ESP Multiletramentos Gêneros discursivos Ensino Educação profissional e tecnológica ESP Multiliteracies Speech genres Teaching Vocational education CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Ensino de inglês para fins específicos e multiletramentos na oferta técnica da escola pública |
title_full |
Ensino de inglês para fins específicos e multiletramentos na oferta técnica da escola pública |
title_fullStr |
Ensino de inglês para fins específicos e multiletramentos na oferta técnica da escola pública |
title_full_unstemmed |
Ensino de inglês para fins específicos e multiletramentos na oferta técnica da escola pública |
title_sort |
Ensino de inglês para fins específicos e multiletramentos na oferta técnica da escola pública |
author |
Guerra, Wigna Thalissa |
author_facet |
Guerra, Wigna Thalissa |
author_role |
author |
dc.contributor.none.fl_str_mv |
Lima, Samuel de Carvalho 00658821300 http://lattes.cnpq.br/3773118523077604 Maciel, Lucas Vinício de Carvalho 31095791893 http://lattes.cnpq.br/8779101339709622 Lima Neto, Vicente de 00536398344 http://lattes.cnpq.br/7236640942719268 |
dc.contributor.author.fl_str_mv |
Guerra, Wigna Thalissa |
dc.subject.por.fl_str_mv |
ESP Multiletramentos Gêneros discursivos Ensino Educação profissional e tecnológica ESP Multiliteracies Speech genres Teaching Vocational education CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
topic |
ESP Multiletramentos Gêneros discursivos Ensino Educação profissional e tecnológica ESP Multiliteracies Speech genres Teaching Vocational education CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
As a necessity to the development of several knowledge fields at a time of technological evolution, English for Specific Purposes (ESP) emerged in the USA during the 1960’s (HUTCHINSON & WATERS, 1987). In Brazil, ESP started its development during the late 1970’s with the Brazilian National ESP Project and even after 4 decades it has been understood exclusively as a reading course in specific areas (RAMOS, 2008). The purpose of this study is to propose a reflection-action model for ESP teaching, as well as to elucidate the way ESP has been taught at a federal public school responsible for the offer of vocational courses in Brazil. As a documental-exploratory study, we analyzed ESP program of ten out of thirty-two vocational courses, since not all of them offered the teaching of ESP in their curriculum. However, our focus was the Oil and Gas vocational course program, considering ESP basic principles and the pedagogy of multiliteracies (HUTCHINSON & WATERS, 1987; DUDLEY-EVANS, 1998; C NEW LONDON GROUP, 1996; COPE & KALANTZIS, 2009) and developing a model considering aspects of speech genres theories (SWALES, 1990; SWALES1998). With the same scope we applied a questionnaire with students and made semi-structured interviews with 2 teachers of the course: the English teacher and the engineer responsible for the teaching of technical subjects. Data analysis led us to design a reflection-action model of ESP for vocational courses to be used by and initially guide teachers’ work in Professional and Technological Education settings. General procedures described by the model are inspired by a didactic sequence, hence it is divided into: genre presentation that meets students’ needs, students’ first production, modules on sociolinguistics features, and students’ final production (DOLZ, NOVERRAZ & SCHNEWLY, 2004). The sections of the model were elaborated considering what the teachers highlighted as a good ESP course, the blanks we noticed in the program concerning the underlying principles of ESP and the pedagogy of multiliteracies as well as students’ opinions. Some of our results pointed out to the fact that ESP teaching at IFRN is still developed through reading and translation activities, privileging genres such as abstracts; the students (and the teachers) believe that the foreign language teaching should consider not only through reading, but also through oral production; and according to the teachers, aspects such as interdisciplinarity (or collaborative teaching) as well as the workload were considered important to develop a good ESP course. The model we present does not claim to be the best way to consider teaching ESP in vocational education in Brazil, but it intends to distinguish from ESP curriculums and pedagogical practices that are concerned only with reading specific vocabulary from a technical field |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-10-20 2019-09-02 2020-08-26T13:17:07Z 2020-08-26T13:17:07Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
Citação com autor incluído no texto: Guerra (2017) Citação com autor não incluído no texto: (GUERRA, 2017) https://repositorio.ufersa.edu.br/handle/prefix/5294 |
identifier_str_mv |
Citação com autor incluído no texto: Guerra (2017) Citação com autor não incluído no texto: (GUERRA, 2017) |
url |
https://repositorio.ufersa.edu.br/handle/prefix/5294 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
GUERRA, Wigna Thalissa. Ensino de inglês para fins específicos e multiletramentos na oferta técnica da escola pública. 2017. 139 f. Dissertação (Mestrado em Ensino - Posensino), Universidade Federal Rural do Semi-Árido, Mossoró, 2017. |
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CC-BY-SA info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
CC-BY-SA |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal Rural do Semi-Árido Brasil Centro de Ciências Sociais Aplicadas e Humanas - CCSAH UFERSA Programa de Pós-Graduação em Ensino |
publisher.none.fl_str_mv |
Universidade Federal Rural do Semi-Árido Brasil Centro de Ciências Sociais Aplicadas e Humanas - CCSAH UFERSA Programa de Pós-Graduação em Ensino |
dc.source.none.fl_str_mv |
reponame:Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) instname:Universidade Federal Rural do Semi-Árido (UFERSA) instacron:UFERSA |
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Universidade Federal Rural do Semi-Árido (UFERSA) |
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UFERSA |
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UFERSA |
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Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) |
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Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) |
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Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) - Universidade Federal Rural do Semi-Árido (UFERSA) |
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repositorio@ufersa.edu.br || admrepositorio@ufersa.edu.br |
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