Movimentos de autoria nas aulas de inglês
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Arquivos
Data
2015
Tipo de documento
Dissertação
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Linguística, Letras e Artes
Modalidade de acesso
Acesso aberto
Editora
Autores
Anjos, Camila Borges dos
Orientador
Daltoé, Andréia da Silva
Coorientador
Resumo
O objetivo deste estudo é investigar se/como acontece o processo de autoria nas aulas de Língua Inglesa, enquanto um segundo idioma. Nesse movimento, não estamos tratando de um falante ideal, que aprenderá uma segunda língua na escola como se fosse sua primeira, mas de um aluno que vivenciará o idioma e os valores culturais de outros países sem a exigência de falar como um nativo. O percurso metodológico se dá no espaço da sala de aula, a partir de um estudo de campo realizado com alunos do ensino médio de uma escola pública, onde se observou que as práticas de ensino, voltadas principalmente à tradução, classificação gramatical e decodificação textual, não possibilitavam ao aluno um trabalho de construção de sentidos na língua, para constituição do sujeito autor. E, na tentativa de que isso fosse possível, a escola em que se desenvolveu a pesquisa foi palco de propostas de ensino e de aprendizagem de língua inglesa voltadas à prática discursiva da língua-alvo a partir de atividades com vídeos, banners, etc. O trabalho possibilitou ao aluno ensaiar outras formas de construção de sentidos, por meio da linguagem imagética, que atravessou a música e a produção audiovisual. A ideia era que estas atividades pudessem contribuir para o aluno assumir o espaço de autor num segundo idioma em práticas de leitura, escrita e interação na língua. Buscando respostas a um ensino que possibilite um trabalho com a língua de modo que não a dissocie das situações significativas em que ocorre, é que esta pesquisa fundamenta-se na perspectiva da Análise do Discurso de linha francesa, onde julgamos encontrar possibilidade de pensar as questões do ensino no espaço da polissemia, da produção de novos sentidos, fugindo, desse modo, de práticas de ensino que ainda se resumem à cópia e à repetição na língua.
The objective of this study is to investigate whether/how the process of authorship happens in English classes as a second language. In this movement, we are not dealing with an ideal speaker, who will learn a second language at school as his first one, but a student that will experience the language and the cultural values of other countries without the need to speak like a native. The methodological approach happens in the classroom space, from a field study done with high school students from a public school, where it was observed that the teaching practices, mainly aimed at translation, grammatical classification and textual decoding, did not make possible to the student a construction of meanings work at the language, for constitution of the author subject. And, in an attempt to make this possible, the school where the research was developed was stage of teaching and learning practices of English language aimed at discursive practice of the target language from activities with videos, banners, etc. The work enabled the student to live other forms of construction of meaning through the imagery language, which crossed the music and the audiovisual production. The idea was that these activities could contribute to the student take the author space in a second language in reading and writing practices, and interaction in the language. Searching for answers to a teaching that allows a language work, so that does not dissociate it of significant situations it happens, is that this research is based on Discourse Analysis perspective, in French way, where we judge to find possibilities of thinking about teaching issues within the polysemy, the production of new senses, fleeing thereby, of teaching practices that still are focused in copyand repetition at the language.
The objective of this study is to investigate whether/how the process of authorship happens in English classes as a second language. In this movement, we are not dealing with an ideal speaker, who will learn a second language at school as his first one, but a student that will experience the language and the cultural values of other countries without the need to speak like a native. The methodological approach happens in the classroom space, from a field study done with high school students from a public school, where it was observed that the teaching practices, mainly aimed at translation, grammatical classification and textual decoding, did not make possible to the student a construction of meanings work at the language, for constitution of the author subject. And, in an attempt to make this possible, the school where the research was developed was stage of teaching and learning practices of English language aimed at discursive practice of the target language from activities with videos, banners, etc. The work enabled the student to live other forms of construction of meaning through the imagery language, which crossed the music and the audiovisual production. The idea was that these activities could contribute to the student take the author space in a second language in reading and writing practices, and interaction in the language. Searching for answers to a teaching that allows a language work, so that does not dissociate it of significant situations it happens, is that this research is based on Discourse Analysis perspective, in French way, where we judge to find possibilities of thinking about teaching issues within the polysemy, the production of new senses, fleeing thereby, of teaching practices that still are focused in copyand repetition at the language.
Palavras-chave
Língua inglesa, Análise do discurso, Autoria, Prática de ensino, Língua e linguagem