Análise e implementação da nova proposta pedagógica estadual para o ensino de língua inglesa no ensino fundamental
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Data
2010-08-06
Autores
Bernardino, Elizabete Aparecida [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
No início do ano letivo de 2008, a Secretaria de Educação do Estado de São Paulo iniciou a implementação de uma nova proposta para os vários componentes curriculares, dentre os quais a Língua Inglesa. A perspectiva de trabalho com Língua Inglesa, dentro desta nova proposta curricular, é a dos letramentos múltiplos, buscando o desenvolvimento das competências relacionadas à leitura e à escrita, por meio dos diversos gêneros textuais. O objetivo principal desta pesquisa foi acompanhar o primeiro ano da implantação da nova proposta curricular de língua estrangeira para o Ensino Fundamental bem como seu processo de implementação em uma classe da rede pública estadual. Pretendíamos, mais especificamente: a) analisar os fundamentos da atual proposta; b) compará-la com a anterior; c) avaliar sua eficácia na promoção das competências leitora e escritora dentro do contexto de ensino-aprendizagem de língua estrangeira; d) avaliar as atividades práticas sugeridas, principalmente no que se refere ao aspecto motivacional. Pode ser considerada uma pesquisa avaliativo-descritiva, de natureza qualitativa. Os sujeitos de pesquisa foram alunos da 7a série do Ensino Fundamental de uma Escola Estadual de uma cidade do interior paulista. Para a coleta de dados foram utilizados os seguintes instrumentos: a) questionário inicial e final para os alunos; b) questionários para avaliar algumas atividades de língua inglesa; c) portfólio do aluno; d) um diário de campo da pesquisadora. De um modo geral a nova proposta curricular mostrou um potencial motivacional maior do que a anterior, mas algumas dificuldades na sua implementação puderam ser apontadas: a) insuficiência do tempo previsto para a finalização de algumas atividades; b) falta de flexibilidade para inserção de atividades diferenciadas e mais motivadoras contidas...
At the beginning of the school year, in 2008, the Education Department of São Paulo state began to implement a new proposal for the various curriculum components, including English language. The perspective of working with English language, in this new curriculum proposal, is that of multiple literacies, seeking to develop skills related to reading and writing, working with the various textual genres. The main goal of this research was to follow the first year of implantation of the new curriculum proposal for foreign language in elementary school as well as its implementation process in a class of a public school. Our more specific aims were: a) to analyze the basis of the current proposal; b) to compare it with the previous one; c) to evaluate its effectiveness in promoting reading and writing skills within the context of teaching and learning foreign language; d) to evaluate the suggested practical activities, particularly with regard to the motivational aspect. It can be considered a descriptive-evaluative research of qualitative nature. The research subjects were students from the seventh grade of an elementary public school in a city in the state of São Paulo. The following instruments were used to collect data: a) initial and final questionnaires for students, b) questionnaires to evaluate some of the English language activities c) the students’ portfolio, d) the researcher's field diary. In general the new curriculum proposal showed a motivational potential greater than the previous one, but some difficulties in its implementation could be identified: a) insufficient time for the completion of some activities; b) lack of flexibility for inserting differentiated and more motivating activities in the proposal; c) implementation, in practice, of the integration of the four basic skills (speaking, listening, reading,... (Complete abstract click electronic access below)
At the beginning of the school year, in 2008, the Education Department of São Paulo state began to implement a new proposal for the various curriculum components, including English language. The perspective of working with English language, in this new curriculum proposal, is that of multiple literacies, seeking to develop skills related to reading and writing, working with the various textual genres. The main goal of this research was to follow the first year of implantation of the new curriculum proposal for foreign language in elementary school as well as its implementation process in a class of a public school. Our more specific aims were: a) to analyze the basis of the current proposal; b) to compare it with the previous one; c) to evaluate its effectiveness in promoting reading and writing skills within the context of teaching and learning foreign language; d) to evaluate the suggested practical activities, particularly with regard to the motivational aspect. It can be considered a descriptive-evaluative research of qualitative nature. The research subjects were students from the seventh grade of an elementary public school in a city in the state of São Paulo. The following instruments were used to collect data: a) initial and final questionnaires for students, b) questionnaires to evaluate some of the English language activities c) the students’ portfolio, d) the researcher's field diary. In general the new curriculum proposal showed a motivational potential greater than the previous one, but some difficulties in its implementation could be identified: a) insufficient time for the completion of some activities; b) lack of flexibility for inserting differentiated and more motivating activities in the proposal; c) implementation, in practice, of the integration of the four basic skills (speaking, listening, reading,... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação, Ensino fundamental, Língua inglesa - Estudo e ensino, Estudantes estrangeiros, Curriculum proposal, English language, Multiple literacies, Motivation
Como citar
BERNARDINO, Elizabete Aparecida. Análise e implementação da nova proposta pedagógica estadual para o ensino de língua inglesa no ensino fundamental. 2010. 137 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara, 2010.