O conceito de fundos de conhecimento como princípio transformador na relação entre professores e alunos de língua inglesa

• Autor(a) principal: Santos, Lucineia Macedo dos
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/1197
• topic: Fundos de conhecimento; Escola e comunidade; Ensino de inglês; CNPQ::LINGUISTICA, LETRAS E ARTES; Funds of knowledge; School and community; English teaching

For many decades, students, parents and their communities were seen as deficient in various types of abilities in education and knowledge in the view of the school. This thesis is an attempt to study the approximation between the school and the community and between the English teachers and their students by means of the concept of ‘Funds of Knowledge’ of Norma Gonzalez, Luis C. Moll and Cathy Amanti in search of the reach of a culturally sensitive critical pedagogy. Funds of Knowledge according to these authors refer to a competence and to the knowledge that people construct along their lives by means of cultural practices. This qualitative research of ethnographic nature was developed in two contexts: at the Federal Institute of Mato Grosso, São Vicente Campus and at the Santo Antônio of Fartura Settlement, involving a beginner researcher and a collaborating professor. Its principal objectives: to understand the ‘Funds of Knowledge’ of three families of the Settlement, examining how a realization of a group study between teachers of the school can offer opportunities for reflection about the classroom practices and at last suggest principles to orient a pedagogical proposal of English consistent with the students’ universe. The results of the research point to a proposal of pedagogical practice guided by the knowledge of the students associated with partnership among the teachers of the same school can contribute significantly to an approximation between the school/teachers and community/students in the promotion of culturally sensitive teaching.