Crenças de docentes e discentes: autonomia e motivação na aprendizagem de inglês como língua estrangeira

Detalhes bibliográficos
Autor(a) principal: ANDRADE, Francisco das Chagas Sousa
Data de Publicação: 2024
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/5177
Resumo: This research aims to investigate the relationship between the beliefs of students and teachers regarding the teaching and learning of English as a foreign language, analyzing how these beliefs influence the practices of teaching and learning English in the context of a public school in the municipality of Vargem Grande, MA. To achieve this objective, the following specific objectives were established: identify the beliefs of teachers and students regarding the teaching of English within the school context; analyze the beliefs of teachers and students regarding the teaching of English; assess whether teachers' beliefs influence the motivation and autonomy of students in learning English. The research is guided by the following problem question: “How do beliefs influence the actions of participants?” The methodology adopted is a case study with a qualitative approach, focusing on 3rd-year high school students in the morning and afternoon shifts at the mentioned school. The theoretical framework was built based on relevant authors for each theme addressed. Initially, we directed our attention to the critical reflections of Santana and Kupske (2022) on the evolution of the English language curriculum component in the National Common Curriculum Base (BNCC). For beliefs, authors such as Barcelos (2004, 1995, 2007, 2015, 2013), Kalaja, Barcelos, and Aro (2015), Barcelos and Abrahão (2006), Silva and Rocha (2007), Fiorelli (2017), Shibasaki (2019), and Pimentel (2021) were considered. Motivation was analyzed in light of the theories of Gardner and MacIntyre (2017), Dörnyei, Csizér, and Németh (2006), Renandya (2014), and Dörnyei (2001). Regarding autonomy, the study relied on the contributions of Benson and Voller (1997), Benson (2001), Holec (1981), Little, Dam, and Lienhard (2017), and Leffa (2003), among other authors. The results highlight that the beliefs of students, centered on the importance of English for career advancement, criticism of existing pedagogical practices, and the appreciation of teacher-student interaction, directly influenced their actions. These beliefs shaped expectations, propelled critical reactions, and encouraged the pursuit of autonomy in the educational process. In the realm of teachers, their beliefs about the importance of English and the need to promote autonomy directly influenced their pedagogical practices. Thus, the answer to the problem question reveals that beliefs exert a tangible influence on the actions of participants, shaping the dynamics of teaching and learning English in the analyzed school.
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spelling CARNEIRO, Mônica Fontenellehttp://lattes.cnpq.br/6170689209803775CARNEIRO, Mônica Fontenellehttp://lattes.cnpq.br/6170689209803775SERRA, Luís Henriquehttp://lattes.cnpq.br/8515662719068936ABREU, Diego Candidohttp://lattes.cnpq.br/6236108502396449SILVA FILHO, Marcelo Nicomedes dos Reishttp://lattes.cnpq.br/6104635609099598http://lattes.cnpq.br/1965626023492735ANDRADE, Francisco das Chagas Sousa2024-03-05T17:36:22Z2024-01-29ANDRADE, Francisco das Chagas Sousa. Crenças de docentes e discentes: autonomia e motivação na aprendizagem de inglês como língua estrangeira. 2024. 94 f. Dissertação (Programa de Pós-Graduação em Letras - Campus Bacabal) - Universidade Federal do Maranhão, Bacabal, 2024.https://tedebc.ufma.br/jspui/handle/tede/tede/5177This research aims to investigate the relationship between the beliefs of students and teachers regarding the teaching and learning of English as a foreign language, analyzing how these beliefs influence the practices of teaching and learning English in the context of a public school in the municipality of Vargem Grande, MA. To achieve this objective, the following specific objectives were established: identify the beliefs of teachers and students regarding the teaching of English within the school context; analyze the beliefs of teachers and students regarding the teaching of English; assess whether teachers' beliefs influence the motivation and autonomy of students in learning English. The research is guided by the following problem question: “How do beliefs influence the actions of participants?” The methodology adopted is a case study with a qualitative approach, focusing on 3rd-year high school students in the morning and afternoon shifts at the mentioned school. The theoretical framework was built based on relevant authors for each theme addressed. Initially, we directed our attention to the critical reflections of Santana and Kupske (2022) on the evolution of the English language curriculum component in the National Common Curriculum Base (BNCC). For beliefs, authors such as Barcelos (2004, 1995, 2007, 2015, 2013), Kalaja, Barcelos, and Aro (2015), Barcelos and Abrahão (2006), Silva and Rocha (2007), Fiorelli (2017), Shibasaki (2019), and Pimentel (2021) were considered. Motivation was analyzed in light of the theories of Gardner and MacIntyre (2017), Dörnyei, Csizér, and Németh (2006), Renandya (2014), and Dörnyei (2001). Regarding autonomy, the study relied on the contributions of Benson and Voller (1997), Benson (2001), Holec (1981), Little, Dam, and Lienhard (2017), and Leffa (2003), among other authors. The results highlight that the beliefs of students, centered on the importance of English for career advancement, criticism of existing pedagogical practices, and the appreciation of teacher-student interaction, directly influenced their actions. These beliefs shaped expectations, propelled critical reactions, and encouraged the pursuit of autonomy in the educational process. In the realm of teachers, their beliefs about the importance of English and the need to promote autonomy directly influenced their pedagogical practices. Thus, the answer to the problem question reveals that beliefs exert a tangible influence on the actions of participants, shaping the dynamics of teaching and learning English in the analyzed school.Esta pesquisa tem como objetivo geral investigar a relação entre as crenças de alunos e professores sobre o ensino e aprendizagem de inglês como língua estrangeira, analisando como essas crenças influenciam as práticas de ensinar e aprender a língua inglesa no contexto de uma escola pública no município de Vargem Grande, MA. Para atingir esse objetivo, os seguintes objetivos específicos foram estabelecidos: identificar as crenças de professores e alunos quanto ao ensino de língua inglesa, dentro do contexto escolar; analisar as crenças de professores e alunos quanto ao ensino de língua inglesa; avaliar se as crenças dos professores influenciam a motivação e autonomia dos alunos no aprendizado de língua inglesa. A pesquisa é guiada pela seguinte questão-problema: “Como as crenças influenciam as ações dos participantes?” A metodologia adotada é um estudo de caso com abordagem qualitativa, focando nos alunos do 3o ano do Ensino Médio dos turnos matutino e vespertino da referida escola. O referencial teórico foi construído com base em autores relevantes para cada temática abordada. Inicialmente, direcionamos nossa atenção para as reflexões críticas de Santana e Kupske (2022), sobre a evolução do componente curricular de língua inglesa na Base Nacional Comum Curricular (BNCC). Para as crenças, foram considerados autores como Barcelos (2004, 1995, 2007,20015, 2013), Kalaja, Barcelos e Aro (2015), Barcelos e Abrahão (2006), Silva e Rocha (2007), Fiorelli (2017), Shibasaki (2019) e Pimentel (2021). A motivação foi analisada à luz das teorias de Gardner e MacIntyre (2017), Dörnyei, Csizér e Németh (2006), Renandya (2014) e Dörnyei ( 2001). Quanto à autonomia, o estudo se baseou nas contribuições de Benson e Voller (1997), Benson (2001), Holec (1981), Little, Dam e Lienhard (2017) e Leffa (2003), dentre outros autores. Os resultados destacam que as crenças dos alunos, centradas na importância do inglês para o avanço profissional, na crítica às práticas pedagógicas existentes e na valorização da interação professor-aluno, influenciaram diretamente suas ações. Essas crenças moldaram expectativas, impulsionaram reações críticas e incentivaram a busca pela autonomia no processo educacional. No âmbito dos docentes, as crenças dos professores sobre a importância do Inglês e a necessidade de promover autonomia influenciaram diretamente suas práticas pedagógicas. Assim, a resposta à questão-problema revela que as crenças exercem uma influência palpável nas ações dos participantes, moldando a dinâmica do ensino e aprendizagem de língua inglesa na escola analisada.Submitted by Jonathan Sousa de Almeida (jonathan.sousa@ufma.br) on 2024-03-05T17:36:22Z No. of bitstreams: 1 FRANCISCODASCHAGASSOUSAANDRADE.pdf: 1080468 bytes, checksum: 73aa2d8c3298c98c116cc36f6f2220a3 (MD5)Made available in DSpace on 2024-03-05T17:36:22Z (GMT). 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dc.title.por.fl_str_mv Crenças de docentes e discentes: autonomia e motivação na aprendizagem de inglês como língua estrangeira
dc.title.alternative.eng.fl_str_mv Teachers' and students' beliefs: autonomy and motivation in learning English as a foreign language
title Crenças de docentes e discentes: autonomia e motivação na aprendizagem de inglês como língua estrangeira
spellingShingle Crenças de docentes e discentes: autonomia e motivação na aprendizagem de inglês como língua estrangeira
ANDRADE, Francisco das Chagas Sousa
Crenças de professores;
crenças de alunos;
autonomia na aprendizagem de línguas;
motivação na aprendizagem de línguas.
Teachers’ beliefs;
students’ beliefs;
autonomy in language learning;
motivation in language learning.
Lingüística
title_short Crenças de docentes e discentes: autonomia e motivação na aprendizagem de inglês como língua estrangeira
title_full Crenças de docentes e discentes: autonomia e motivação na aprendizagem de inglês como língua estrangeira
title_fullStr Crenças de docentes e discentes: autonomia e motivação na aprendizagem de inglês como língua estrangeira
title_full_unstemmed Crenças de docentes e discentes: autonomia e motivação na aprendizagem de inglês como língua estrangeira
title_sort Crenças de docentes e discentes: autonomia e motivação na aprendizagem de inglês como língua estrangeira
author ANDRADE, Francisco das Chagas Sousa
author_facet ANDRADE, Francisco das Chagas Sousa
author_role author
dc.contributor.advisor1.fl_str_mv CARNEIRO, Mônica Fontenelle
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/6170689209803775
dc.contributor.referee1.fl_str_mv CARNEIRO, Mônica Fontenelle
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/6170689209803775
dc.contributor.referee2.fl_str_mv SERRA, Luís Henrique
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/8515662719068936
dc.contributor.referee3.fl_str_mv ABREU, Diego Candido
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/6236108502396449
dc.contributor.referee4.fl_str_mv SILVA FILHO, Marcelo Nicomedes dos Reis
dc.contributor.referee4Lattes.fl_str_mv http://lattes.cnpq.br/6104635609099598
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/1965626023492735
dc.contributor.author.fl_str_mv ANDRADE, Francisco das Chagas Sousa
contributor_str_mv CARNEIRO, Mônica Fontenelle
CARNEIRO, Mônica Fontenelle
SERRA, Luís Henrique
ABREU, Diego Candido
SILVA FILHO, Marcelo Nicomedes dos Reis
dc.subject.por.fl_str_mv Crenças de professores;
crenças de alunos;
autonomia na aprendizagem de línguas;
motivação na aprendizagem de línguas.
topic Crenças de professores;
crenças de alunos;
autonomia na aprendizagem de línguas;
motivação na aprendizagem de línguas.
Teachers’ beliefs;
students’ beliefs;
autonomy in language learning;
motivation in language learning.
Lingüística
dc.subject.eng.fl_str_mv Teachers’ beliefs;
students’ beliefs;
autonomy in language learning;
motivation in language learning.
dc.subject.cnpq.fl_str_mv Lingüística
description This research aims to investigate the relationship between the beliefs of students and teachers regarding the teaching and learning of English as a foreign language, analyzing how these beliefs influence the practices of teaching and learning English in the context of a public school in the municipality of Vargem Grande, MA. To achieve this objective, the following specific objectives were established: identify the beliefs of teachers and students regarding the teaching of English within the school context; analyze the beliefs of teachers and students regarding the teaching of English; assess whether teachers' beliefs influence the motivation and autonomy of students in learning English. The research is guided by the following problem question: “How do beliefs influence the actions of participants?” The methodology adopted is a case study with a qualitative approach, focusing on 3rd-year high school students in the morning and afternoon shifts at the mentioned school. The theoretical framework was built based on relevant authors for each theme addressed. Initially, we directed our attention to the critical reflections of Santana and Kupske (2022) on the evolution of the English language curriculum component in the National Common Curriculum Base (BNCC). For beliefs, authors such as Barcelos (2004, 1995, 2007, 2015, 2013), Kalaja, Barcelos, and Aro (2015), Barcelos and Abrahão (2006), Silva and Rocha (2007), Fiorelli (2017), Shibasaki (2019), and Pimentel (2021) were considered. Motivation was analyzed in light of the theories of Gardner and MacIntyre (2017), Dörnyei, Csizér, and Németh (2006), Renandya (2014), and Dörnyei (2001). Regarding autonomy, the study relied on the contributions of Benson and Voller (1997), Benson (2001), Holec (1981), Little, Dam, and Lienhard (2017), and Leffa (2003), among other authors. The results highlight that the beliefs of students, centered on the importance of English for career advancement, criticism of existing pedagogical practices, and the appreciation of teacher-student interaction, directly influenced their actions. These beliefs shaped expectations, propelled critical reactions, and encouraged the pursuit of autonomy in the educational process. In the realm of teachers, their beliefs about the importance of English and the need to promote autonomy directly influenced their pedagogical practices. Thus, the answer to the problem question reveals that beliefs exert a tangible influence on the actions of participants, shaping the dynamics of teaching and learning English in the analyzed school.
publishDate 2024
dc.date.accessioned.fl_str_mv 2024-03-05T17:36:22Z
dc.date.issued.fl_str_mv 2024-01-29
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.identifier.citation.fl_str_mv ANDRADE, Francisco das Chagas Sousa. Crenças de docentes e discentes: autonomia e motivação na aprendizagem de inglês como língua estrangeira. 2024. 94 f. Dissertação (Programa de Pós-Graduação em Letras - Campus Bacabal) - Universidade Federal do Maranhão, Bacabal, 2024.
dc.identifier.uri.fl_str_mv https://tedebc.ufma.br/jspui/handle/tede/tede/5177
identifier_str_mv ANDRADE, Francisco das Chagas Sousa. Crenças de docentes e discentes: autonomia e motivação na aprendizagem de inglês como língua estrangeira. 2024. 94 f. Dissertação (Programa de Pós-Graduação em Letras - Campus Bacabal) - Universidade Federal do Maranhão, Bacabal, 2024.
url https://tedebc.ufma.br/jspui/handle/tede/tede/5177
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dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
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dc.publisher.none.fl_str_mv Universidade Federal do Maranhão
dc.publisher.program.fl_str_mv PROGRAMA DE PÓS-GRADUAÇÃO EM LETRAS - Campus Bacabal
dc.publisher.initials.fl_str_mv UFMA
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv COORDENAÇÃO DO CURSO DE LETRAS BACABAL/CAMPUS III
publisher.none.fl_str_mv Universidade Federal do Maranhão
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