Crenças de docentes e discentes: autonomia e motivação na aprendizagem de inglês como língua estrangeira
Autor(a) principal: | |
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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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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 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
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 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal do Maranhão |
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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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