A (co)construção de conhecimentos em aulas de inglês instrumental sob a perspectiva sociocultural
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Data
2018-03-05
Autores
Uliana, Jéssica Laira de Araujo Esgoti
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta é uma investigação qualitativo-interpretativista de cunho etnográfico que visou analisar como se configura o processo de ensino-aprendizagem em aulas do componente de Inglês Instrumental no curso Técnico em Açúcar e Álcool, oferecido por uma instituição técnica pública do estado de São Paulo. O estudo foi realizado por meio de pesquisas bibliográficas, autobiografia da professora e entrevista, questionário aos alunos, observação, anotações em diário, gravação em vídeo, transcrição e análise das aulas, assim como sessão de visionamento com a professora participante e análise do plano de curso, sendo os dados interpretados à luz da perspectiva sociocultural (VYGOTSKY, 1989; JOHNSON, 2009; LANTOLF; POEHNER, 2014; van COMPERNOLLE, 2015). O objetivo principal da pesquisa foi compreender melhor o processo de ensinoaprendizagem, buscando contribuir para que a professora e demais professores possam repensar ou reafirmar seus papéis em sala de aula. O presente trabalho teve como pergunta e subperguntas de pesquisa: 1.Como se configura a (co)construção de conhecimentos em aulas de Inglês Instrumental no curso Técnico em Açúcar e Álcool sob a perspectiva sociocultural?, 1.1.Que elementos são levados em conta pela professora para essa (co)construção?, 1.2.Como se constrói a interação professor x aluno em sala de aula?, 1.3.Como se configura a negociação de significados na interação professor x aluno e aluno x aluno?, 1.3.1.Que papéis desempenha o professor?, 1.3.2.Que papéis desempenham os alunos?. Por meio da análise dos dados obtidos pode-se afirmar que as interações da professora favorecem a construção do conhecimento dos alunos, apresentando a coconstrução entre ambos, mas não é possível afirmar que essa coconstrução seja frequente.
This is a qualitative interpretative research of an ethnographic nature that aimed at investigating how the teaching-learning process is configured in ESP (English for Specific Purposes) classes of the Sugar and Alcohol Technical Course offered by a public technical institution of the state of São Paulo. The study was carried out by bibliographical research, the teacher's autobiography and interview, questionnaire to the students, observation, notes, video recordings, transcription and analysis of the classes, as well as a viewing session with the teacher and the course plan analysis, being the data interpreted in the light of the sociocultural perspective (VYGOTSKY, 1989; JOHNSON, 2009; LANTOLF; POEHNER, 2014; van COMPERNOLLE, 2015). The main objective of the research was to better understand the teaching-learning process, seeking to contribute so that the participating teacher and others can rethink or reaffirm their roles in the classroom. The present work had as question and sub-questions of research: 1.How is the (co)construction of knowledge configured in ESP classes of Sugar and Alcohol Technical Course from a sociocultural perspective?, 1.1.What elements are taken into account by the teacher for this (co)construction?, 1.2.How is the student-teacher interaction constructed in the classroom?, 1.3.How is the negotiation of meanings configured in the teacher-student and studentstudent interaction?, 1.3.1. What roles does the teacher play?, 1.3.2.What roles do students play?. Based on the analysis of the obtained data, it can be affirmed that the teacher’s interactions contribute to the construction of the students’ knowledge, presenting the co-construction between both, but it is not possible to state that this co-construction is frequent.
This is a qualitative interpretative research of an ethnographic nature that aimed at investigating how the teaching-learning process is configured in ESP (English for Specific Purposes) classes of the Sugar and Alcohol Technical Course offered by a public technical institution of the state of São Paulo. The study was carried out by bibliographical research, the teacher's autobiography and interview, questionnaire to the students, observation, notes, video recordings, transcription and analysis of the classes, as well as a viewing session with the teacher and the course plan analysis, being the data interpreted in the light of the sociocultural perspective (VYGOTSKY, 1989; JOHNSON, 2009; LANTOLF; POEHNER, 2014; van COMPERNOLLE, 2015). The main objective of the research was to better understand the teaching-learning process, seeking to contribute so that the participating teacher and others can rethink or reaffirm their roles in the classroom. The present work had as question and sub-questions of research: 1.How is the (co)construction of knowledge configured in ESP classes of Sugar and Alcohol Technical Course from a sociocultural perspective?, 1.1.What elements are taken into account by the teacher for this (co)construction?, 1.2.How is the student-teacher interaction constructed in the classroom?, 1.3.How is the negotiation of meanings configured in the teacher-student and studentstudent interaction?, 1.3.1. What roles does the teacher play?, 1.3.2.What roles do students play?. Based on the analysis of the obtained data, it can be affirmed that the teacher’s interactions contribute to the construction of the students’ knowledge, presenting the co-construction between both, but it is not possible to state that this co-construction is frequent.
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Palavras-chave
Curso técnico, Ensino-aprendizagem, Inglês instrumental, Perspectiva sociocultural, Technical course, Teaching-learning, English for specific purposes, Sociocultural perspective