Use este identificador para citar ou linkar para este item: http://repositorio.ufla.br/jspui/handle/1/11790
Título: Desenvolvimento da autonomia na aprendizagem de língua inglesa em sala de aula: a visão da professora-pesquisadora
Título(s) alternativo(s): Developing autonomy in english language learning in the classroom: the vision of the teacher-researcher
Autores: Romero, Tania Regina de Souza
Almeida, Patrícia Vasconcelos
Silva, Renato Caixeta da
Palavras-chave: Professores – Formação
Língua inglesa - Estudo e ensino
Aprendizagem – Metodologia
Diários reflexivos
Teachers - In-service training
English language - Study and teaching
Learning – Methodology
Reflective journals
Data do documento: 19-Set-2016
Editor: Universidade Federal de Lavras
Citação: ANDRADE, F. L. C. D. Desenvolvimento da autonomia na aprendizagem de língua inglesa em sala de aula: a visão da professora-pesquisadora. 2016. 152 p. Dissertação (Mestrado Profissional em Educação)-Universidade Federal de Lavras, Lavras, 2016.
Resumo: The purpose of this study, which belongs to the area of Applied Linguistics and to a project entitled Language in the Development of an Educator, is to reflect on this professor-researcher’s teacher training, aiming to contribute to the development of autonomy in English language learning on the part of students of a High School Technical Program in Animal Husbandry. The specific purposes are: (a) to narrate classes in a reflective journal; (b) to identify actions performed which aimed to contribute to the development of students’ learning autonomy; (c) to conduct a linguistics-based data analysis on the contribution of her actions to promote autonomy; (d) to discuss teacher training focusing on the development of students’ autonomy. Accordingly, our data were generated by the professor-researcher, who described in her reflective journals (REICHMANN, 2013) how classes were conducted during a school semester and critically reflected on them. This is a qualitative case study with a documentary procedure. Theoretical framework which supports our data analysis involves concepts on English language teaching (PAIVA, 2012; OLIVEIRA, 2014); autonomy (PAIVA, 2012; OLIVEIRA, 2014); teacher training focusing on critical reflections (NÓVOA, 2015; CELANI; PINHEIRO, 2010; ALMEIDA FILHO, 2009); and language and teacher identity (MOITALOPES, 1998; ROMERO, 2008). Additionally, our analysis is linguistically based on Halliday’s systemic functional grammar, focusing on transitivity (HALLIDAY, 1994; FUZER; CABRAL, 2014). Our results suggest that the professor-researcher’s actions contributed to promote students’ autonomy, considering the way that classes were conducted, i.e., students were encouraged to think and find answers, instead of being given answers promptly without any effort. In addition, the professor-researcher was able to perceive the importance of the critical reflection process to comprehend and resignify her own teacher identity.
URI: http://repositorio.ufla.br/jspui/handle/1/11790
Aparece nas coleções:Educação - Mestrado Profissional (Dissertações)

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