Do crítico ao complexo: uma pedagogia em inglês para fins específicos para a promoção do letramento acadêmico de pós-graduandos brasileiros a distância
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Data
2019-04-12
Autores
Vieira, Bruna Gabriela Augusto Marçal
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa – com apoio financeiro da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES – código de financiamento 001) e da Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP – processos número 15/11088-1 e 16//06589-4) – teve por objetivo desenvolver uma pedagogia que, sensível às especificidades do contexto de pós-graduação brasileiro, fosse aplicável a distância e possibilitasse a promoção do letramento acadêmico (FERREIRA, 2015) dos alunos. A pedagogia crítico-complexa foi, então, desenvolvida com bases na perspectiva crítica do ensino de inglês para fins acadêmicos (CEAP) (BENESCH, 2012) e da metodologia complexa para a elaboração de cursos de EAP (VIEIRA, 2014). Essa pedagogia contempla a realização do curso em três estágios: elaboração, execução e reflexão. Esses três estágios, no entanto, são inter-relacionados e recursivos, de modo que o curso é constantemente (re)desenhado em resposta aos resultados da avaliação de cada unidade já aplicada. Ademais, para assegurar o ensino crítico do(s) gênero(s)-alvo, a união entre duas perspectivas de análise e ensino de gêneros foi proposta: sociorretórica (SWALES, 1990, 2004, 2009) e nova retórica (MILLER, 1984, BAZERMAN, 1998, 2004, 2011), de modo a manter igual atenção às dimensões textuais e contextuais de usos do discurso. Essa proposta foi implementada em um curso de CEAP, aplicado a distância, a brasileiros pós-graduandos da área de ciência da computação. Os resultados indicam que a metodologia complexa garante a adaptação do curso às especificidades do contexto de ensino-aprendizagem; e que o ensino crítico baseado em tarefas de análise, produção e discussão do(s) gênero(s)-alvo oferece condições favoráveis ao desenvolvimento do letramento acadêmico dos alunos em língua estrangeira, mesmo na modalidade a distância. A pedagogia crítico-complexa responde, portanto, a uma demanda educacional do contexto de pós-graduação brasileiro para o ensino da redação acadêmica, oferecendo princípios e procedimentos que podem auxiliar professores e elaboradores a avaliarem o contexto imediato de ensino-aprendizagem e a desenvolverem cursos que respondam às necessidades pedagógicas, didáticas, institucionais e logísticas desse contexto.
This research – sponsored by CAPES (001) and FAPESP (processes n. 15/11088-1 and 16/06589-4) – aimed to design a sensible pedagogy to the reality of Brazilian post-graduation, which is, at the same time, applied at a distance and potentially able to contribute to students’ academic literacy (FERREIRA, 2015) development. Critical-complex pedagogy was, then, designed on the basis of Critical English for Academic Purposes (CEAP) (BENESCH, 2012) approach, and on the complex methodology for EAP course design (VIEIRA, 2014). This pedagogy proposes the realization of a course through three stages: in the first one, the course is designed, in the second, it is taught, and in the third, evaluated. These three stages, however, are inter-related and recursive, once the syllabus of the course is constantly (re)designed as a response to the results of the evaluation of the units previously taught. Moreover, the target genre(s) are critically taught by means of an interrelated work with two different genre analysis perspectives: the sociorhetoric (SWALES, 1990, 2004, 2009) and the new rhetoric (MILLER, 1984, BAZERMAN, 1998, 2004, 2011) ones, in order to keep the same level of attention to the textual and to the contextual dimensions of discourse uses. This proposal was implemented in an online CEAP course to Computer Science Brazilian graduate students. Results indicate that the complex methodology adopted assures the adaptation of the course to the specificities of the teaching and learning context. Besides, they show that the critical teaching, based on tasks of genre recognition, analysis, production and discussion, offers favorable conditions to the development of students’ academic literacy in foreign languages, even at a distance. Therefore, the critical-complex pedagogy contributes to an educational demand from the Brazilian post-graduation context to the teaching of academic writing. It offers principles and procedures to help teachers and course developers in the design of courses that fulfill the pedagogical, didactic, institutional and logistical needs of such a context.
This research – sponsored by CAPES (001) and FAPESP (processes n. 15/11088-1 and 16/06589-4) – aimed to design a sensible pedagogy to the reality of Brazilian post-graduation, which is, at the same time, applied at a distance and potentially able to contribute to students’ academic literacy (FERREIRA, 2015) development. Critical-complex pedagogy was, then, designed on the basis of Critical English for Academic Purposes (CEAP) (BENESCH, 2012) approach, and on the complex methodology for EAP course design (VIEIRA, 2014). This pedagogy proposes the realization of a course through three stages: in the first one, the course is designed, in the second, it is taught, and in the third, evaluated. These three stages, however, are inter-related and recursive, once the syllabus of the course is constantly (re)designed as a response to the results of the evaluation of the units previously taught. Moreover, the target genre(s) are critically taught by means of an interrelated work with two different genre analysis perspectives: the sociorhetoric (SWALES, 1990, 2004, 2009) and the new rhetoric (MILLER, 1984, BAZERMAN, 1998, 2004, 2011) ones, in order to keep the same level of attention to the textual and to the contextual dimensions of discourse uses. This proposal was implemented in an online CEAP course to Computer Science Brazilian graduate students. Results indicate that the complex methodology adopted assures the adaptation of the course to the specificities of the teaching and learning context. Besides, they show that the critical teaching, based on tasks of genre recognition, analysis, production and discussion, offers favorable conditions to the development of students’ academic literacy in foreign languages, even at a distance. Therefore, the critical-complex pedagogy contributes to an educational demand from the Brazilian post-graduation context to the teaching of academic writing. It offers principles and procedures to help teachers and course developers in the design of courses that fulfill the pedagogical, didactic, institutional and logistical needs of such a context.
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Pedagogia crítico-complexa, CEAP, Letramento acadêmico, Análise de gêneros, Sociorretórica, Nova retórica, Ensino a distância, Critical-complex pedagogy, Academic literacy, Genre analysis, Sociorhetoric, New rhetoric, Distance learning