Pós-método e autonomia no ensino de língua inglesa: uma proposta de avaliação do livro do professor

• Autor(a) principal: Silva, Vania Maria Colaço
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/25534
• topic: ensino de língua estrangeira; ensino de língua inglesa; pós-método; autonomia do professor; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

Our research is based on the axiom "language is communication and communication is culture", from which we have reached the teaching of foreign language in the Postmethod condition, in the light of the importance of teacher autonomy. The foreign language in focus is the English language (EFL) since it is the present lingua franca (according to JENKINS and MAURANEN, 2017). Hanna (2012 and 2016) assists us in understanding the possible or rather needed and inevitable dialogue between foreign language teaching and Cultural Studies; a social-oriented teaching which is directed to the students and teachers' contexts as highlighted by Byram (2002 and 2013) and Kramsch (1998). Given the current importance of second language learning, it arises the need to promote a critical and reflexive perspective at the teaching of foreign languages, its methods and approaches, in order to assess and face the challenges and the new roles played by students and teachers in the contemporary world. Brown (2002 and 2007), Jackson (2014), Nunan (1989), and Richards (2002 and 2006) are some of our foundations for language teaching and methodologies, including the Communicative Approach that led us to the Postmethod condition, mainly by Kumaravadivelu's work (1994 and 2008), which proposes the search for an alternative to the method rather than the search for an alternative method, or by the "best method". Afterwards, we searched deeply into the question of teacher autonomy under the view of Contreras (2012), Lamb and Reinders (2008) and Leo van Lier (1996), with the proposal that teachers have the autonomy to make decisions, that are effective and specific to your classes (contexts and students). The teacher's book is our corpus, in which we analyze the opportunities for autonomy offered in the "Introduction" part (from the teacher's book) of the openMind textbook series (MACMILLAN, 2016). Our aim is to contribute to the teaching of English / EFL according to different sociocultural contexts, promoting autonomy, critical and reflexive thinking of the teacher as well as future teachers.