Leitura sócio interativa em língua inglesa: uma proposta metodológica de ensino à luz da Linguística Aplicada
Autor(a) principal: | |
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Data de Publicação: | 2019 |
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/3015 |
Resumo: | This study deals with the reading ability of English as a Foreign Language in the perspective of teaching high school classrooms of a public school in São Luís. The general objective of the research was to check in what ways a Pedagogical Guidance Book as a methodological proposal and practical application of didactic sequences, containing textual genres and reading strategies could be efficient. The work initially started from a bibliographical study, raising some relevant historical facts about the teaching of languages in Brazil and contextualizing the choice of teaching (or not) foreign languages, especially English, according to the interests and political decisions of each historical moment. Excerpts from official documents referring to Brazilian educational policies, LDB (1996), PCN (2000) and Basil (2017) were also used as reference of what has been established and the focus on the development of language reading skill as a priority in Basic Education. Then, some conceptions of reading in English language and its mechanisms were defined, starting from Applied Linguistics and taking as assumptions the ideas of Almeida Filho (1999; 2013), Brown (1994), Lima Júnior (2016), Moita Lopes (1996) and Oliveira (2014; 2015) mainly. To develop this research, we have started from the following question: In what way can the application of a didactic sequence with reading strategies in a social interactionist perspective help in the teaching and learning of English language? To its materialization, we used as methodology some aspects of an action research, from pedagogical intervention type, in a quantitative and qualitative approach. The sample of participating subjects consisted of an English teacher and two groups of Senior high school students from a public school in Maranhão. The data collection instruments were: participant observation, observation form, semi-structured interviews and the application of two mixed questionnaires (diagnosis and post-intervention). The representative forms of data analysis were percentage numbers represented in quantitative graphs, and in the qualitative part, we use semantic content analysis according to Bardin (2016). The obtained results allow to conclude that the elaborated methodological proposition and the application of the didactic sequences were a significant experience to the research participants, encouraging their reflection and the beginning of a change of conception about the traditional process of reading in English language. |
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ARANHA, Marize Barros Rocha224631353-87http://lattes.cnpq.br/9941662848304415ARANHA, Marize Barros Rocha224631353-87http://lattes.cnpq.br/9941662848304415BOTTENTUIT JUNIOR, João Batistahttp://lattes.cnpq.br/4828197220419425SOUZA, Vilma de Fátima Diniz dehttp://lattes.cnpq.br/2987026779452707008800203-93http://lattes.cnpq.br/9120327225841369GÓIS, Samara Oliveira de2020-01-27T16:49:11Z2019-08-28GÓIS, Samara Oliveira de. Leitura sócio interativa em língua inglesa: uma proposta metodológica de ensino à luz da Linguística Aplicada. 2019. 201 f. Dissertação (Programa de Pós-Graduação em Gestão de ensino da Educação Básica) - Universidade Federal do Maranhão, São Luís, 2019.https://tedebc.ufma.br/jspui/handle/tede/tede/3015This study deals with the reading ability of English as a Foreign Language in the perspective of teaching high school classrooms of a public school in São Luís. The general objective of the research was to check in what ways a Pedagogical Guidance Book as a methodological proposal and practical application of didactic sequences, containing textual genres and reading strategies could be efficient. The work initially started from a bibliographical study, raising some relevant historical facts about the teaching of languages in Brazil and contextualizing the choice of teaching (or not) foreign languages, especially English, according to the interests and political decisions of each historical moment. Excerpts from official documents referring to Brazilian educational policies, LDB (1996), PCN (2000) and Basil (2017) were also used as reference of what has been established and the focus on the development of language reading skill as a priority in Basic Education. Then, some conceptions of reading in English language and its mechanisms were defined, starting from Applied Linguistics and taking as assumptions the ideas of Almeida Filho (1999; 2013), Brown (1994), Lima Júnior (2016), Moita Lopes (1996) and Oliveira (2014; 2015) mainly. To develop this research, we have started from the following question: In what way can the application of a didactic sequence with reading strategies in a social interactionist perspective help in the teaching and learning of English language? To its materialization, we used as methodology some aspects of an action research, from pedagogical intervention type, in a quantitative and qualitative approach. The sample of participating subjects consisted of an English teacher and two groups of Senior high school students from a public school in Maranhão. The data collection instruments were: participant observation, observation form, semi-structured interviews and the application of two mixed questionnaires (diagnosis and post-intervention). The representative forms of data analysis were percentage numbers represented in quantitative graphs, and in the qualitative part, we use semantic content analysis according to Bardin (2016). The obtained results allow to conclude that the elaborated methodological proposition and the application of the didactic sequences were a significant experience to the research participants, encouraging their reflection and the beginning of a change of conception about the traditional process of reading in English language.Esta estudo trata da habilidade de leitura em língua estrangeira Inglês na perspectiva de ensino em salas de aula no Ensino Médio de uma escola pública estadual de São Luís. O objetivo geral da investigação foi verificar em que medida um Caderno de Orientações Pedagógicas como proposta metodológica e aplicação prática de sequências didáticas, contendo gêneros textuais e estratégias de leitura pode ser eficiente. O trabalho partiu inicialmente de um estudo bibliográfico, levantando alguns fatos históricos relevantes sobre o ensino de línguas no Brasil e contextualizou a escolha do ensino (ou não) de línguas estrangeiras, em especial a inglesa, de acordo com os interesses e decisões políticas de cada momento. Foram utilizados também trechos dos documentos oficiais referentes às políticas educacionais brasileiras LDB (1996), PCN (1998; 2000) e Brasil (2017), como referência do que tem sido estabelecido e o foco no desenvolvimento da habilidade línguística de leitura como prioridade na Educação Básica. Em seguida, algumas concepções de leitura em língua inglesa e seus mecanismos foram definidos, partindo da Linguística Aplicada e tomando como pressupostos as ideias de Almeida Filho (1999; 2013), Brown (1994), Lima Júnior (2016), Moita Lopes (1996) e Oliveira (2014; 2015) principalmente. Para o desenvolvimento desta pesquisa, partimos do seguinte questionamento: Em que medida a aplicação de uma sequência didática com estratégias de leitura numa perspectiva sócio interacionista pode auxiliar no ensino e aprendizado de língua inglesa? Quanto a materialização, utilizamos como metodologia alguns aspectos da pesquisa-ação, do tipo intervenção pedagógica, com abordagem quanti-qualitativa. A amostra de sujeitos participantes foi composta por uma professora de Inglês e 2 turmas de 3º ano do Ensino Médio de uma escola pública estadual do Maranhão. Os instrumentos de coleta de dados foram: a observação participante, ficha de observação, entrevistas semi-estruturadas e a aplicação de dois questionários mistos (diagnóstico e pós-intervenção). As formas representativas de análise de dados foram números percentuais representados em gráficos de rosca quantitativamente, e na parte qualitativa, utilizamos a análise de conteúdo semântico segundo Bardin (2016). Os resultados obtidos permitem concluir que a proposição metodológica elaborada e a aplicação das sequências didáticas foram uma experiência significativa para os participantes da pesquisa, incitando a reflexão e o início da mudança de concepção sobre o processo tradicional de leitura em língua inglesa.Submitted by Daniella Santos (daniella.santos@ufma.br) on 2020-01-27T16:49:11Z No. of bitstreams: 1 SamaraGóis.pdf: 8889711 bytes, checksum: ff847863cccab0bba5fb40f9c708852e (MD5)Made available in DSpace on 2020-01-27T16:49:11Z (GMT). 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dc.title.por.fl_str_mv |
Leitura sócio interativa em língua inglesa: uma proposta metodológica de ensino à luz da Linguística Aplicada |
dc.title.alternative.eng.fl_str_mv |
Interactive interactive reading in English: a methodological proposal for teaching in the light of Applied Linguistics |
title |
Leitura sócio interativa em língua inglesa: uma proposta metodológica de ensino à luz da Linguística Aplicada |
spellingShingle |
Leitura sócio interativa em língua inglesa: uma proposta metodológica de ensino à luz da Linguística Aplicada GÓIS, Samara Oliveira de Estratégias de leitura Língua inglesa Ensino médio Reading strategies English language High school Ensino-Aprendizagem Lingüística Aplicada |
title_short |
Leitura sócio interativa em língua inglesa: uma proposta metodológica de ensino à luz da Linguística Aplicada |
title_full |
Leitura sócio interativa em língua inglesa: uma proposta metodológica de ensino à luz da Linguística Aplicada |
title_fullStr |
Leitura sócio interativa em língua inglesa: uma proposta metodológica de ensino à luz da Linguística Aplicada |
title_full_unstemmed |
Leitura sócio interativa em língua inglesa: uma proposta metodológica de ensino à luz da Linguística Aplicada |
title_sort |
Leitura sócio interativa em língua inglesa: uma proposta metodológica de ensino à luz da Linguística Aplicada |
author |
GÓIS, Samara Oliveira de |
author_facet |
GÓIS, Samara Oliveira de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
ARANHA, Marize Barros Rocha |
dc.contributor.advisor1ID.fl_str_mv |
224631353-87 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9941662848304415 |
dc.contributor.referee1.fl_str_mv |
ARANHA, Marize Barros Rocha |
dc.contributor.referee1ID.fl_str_mv |
224631353-87 |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/9941662848304415 |
dc.contributor.referee2.fl_str_mv |
BOTTENTUIT JUNIOR, João Batista |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4828197220419425 |
dc.contributor.referee3.fl_str_mv |
SOUZA, Vilma de Fátima Diniz de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/2987026779452707 |
dc.contributor.authorID.fl_str_mv |
008800203-93 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9120327225841369 |
dc.contributor.author.fl_str_mv |
GÓIS, Samara Oliveira de |
contributor_str_mv |
ARANHA, Marize Barros Rocha ARANHA, Marize Barros Rocha BOTTENTUIT JUNIOR, João Batista SOUZA, Vilma de Fátima Diniz de |
dc.subject.por.fl_str_mv |
Estratégias de leitura Língua inglesa Ensino médio |
topic |
Estratégias de leitura Língua inglesa Ensino médio Reading strategies English language High school Ensino-Aprendizagem Lingüística Aplicada |
dc.subject.eng.fl_str_mv |
Reading strategies English language High school |
dc.subject.cnpq.fl_str_mv |
Ensino-Aprendizagem Lingüística Aplicada |
description |
This study deals with the reading ability of English as a Foreign Language in the perspective of teaching high school classrooms of a public school in São Luís. The general objective of the research was to check in what ways a Pedagogical Guidance Book as a methodological proposal and practical application of didactic sequences, containing textual genres and reading strategies could be efficient. The work initially started from a bibliographical study, raising some relevant historical facts about the teaching of languages in Brazil and contextualizing the choice of teaching (or not) foreign languages, especially English, according to the interests and political decisions of each historical moment. Excerpts from official documents referring to Brazilian educational policies, LDB (1996), PCN (2000) and Basil (2017) were also used as reference of what has been established and the focus on the development of language reading skill as a priority in Basic Education. Then, some conceptions of reading in English language and its mechanisms were defined, starting from Applied Linguistics and taking as assumptions the ideas of Almeida Filho (1999; 2013), Brown (1994), Lima Júnior (2016), Moita Lopes (1996) and Oliveira (2014; 2015) mainly. To develop this research, we have started from the following question: In what way can the application of a didactic sequence with reading strategies in a social interactionist perspective help in the teaching and learning of English language? To its materialization, we used as methodology some aspects of an action research, from pedagogical intervention type, in a quantitative and qualitative approach. The sample of participating subjects consisted of an English teacher and two groups of Senior high school students from a public school in Maranhão. The data collection instruments were: participant observation, observation form, semi-structured interviews and the application of two mixed questionnaires (diagnosis and post-intervention). The representative forms of data analysis were percentage numbers represented in quantitative graphs, and in the qualitative part, we use semantic content analysis according to Bardin (2016). The obtained results allow to conclude that the elaborated methodological proposition and the application of the didactic sequences were a significant experience to the research participants, encouraging their reflection and the beginning of a change of conception about the traditional process of reading in English language. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-08-28 |
dc.date.accessioned.fl_str_mv |
2020-01-27T16:49:11Z |
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 |
GÓIS, Samara Oliveira de. Leitura sócio interativa em língua inglesa: uma proposta metodológica de ensino à luz da Linguística Aplicada. 2019. 201 f. Dissertação (Programa de Pós-Graduação em Gestão de ensino da Educação Básica) - Universidade Federal do Maranhão, São Luís, 2019. |
dc.identifier.uri.fl_str_mv |
https://tedebc.ufma.br/jspui/handle/tede/tede/3015 |
identifier_str_mv |
GÓIS, Samara Oliveira de. Leitura sócio interativa em língua inglesa: uma proposta metodológica de ensino à luz da Linguística Aplicada. 2019. 201 f. Dissertação (Programa de Pós-Graduação em Gestão de ensino da Educação Básica) - Universidade Federal do Maranhão, São Luís, 2019. |
url |
https://tedebc.ufma.br/jspui/handle/tede/tede/3015 |
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por |
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Universidade Federal do Maranhão |
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PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA |
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UFMA |
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Brasil |
dc.publisher.department.fl_str_mv |
DEPARTAMENTO DE LETRAS/CCH |
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Universidade Federal do Maranhão |
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