Formação com professores de língua inglesa da rede pública no Tocantins : cenas de letramento crítico
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Data
2017-06-23Autor
Alencar, Elisa Borges de Alcântara
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This thesis deals with a teacher development experience with nine participants from seven
public schools in a city in the interior of the Northern Region of Tocantins, experienced
through a collaborative work involving the participants and the researcher, from the
perspective of Critical Literacy as a philosophy of English language teaching and learning.
The study troubles the role of the English language in the curriculum in face of the challenges
of globalization in a way in which the teachers were able to visualize this matter, especially in
the local context of this study. The main objective was to analyze the formulation process
from a perspective of Critical Literacy and its unfolding in the classroom practices, through
several activities elaborated collaboratively to be used in the classes taught by the
participating teachers. This study was oriented by the scope of applied linguistics and critical
applied linguistics, with emphasis on postmodern and poststructuralist assumptions about
foreign language teaching. This research has its methodological approach based on the
qualitative and ethnographic studies (school ethnography). It is characterized as a
collaborative-action research, with emphasis on three main aspects: agency, criticity and
meaning making. Results demonstrate the possibility of a more meaningful and critical point
of view in English language teaching with a critical and collaborative perspective, broadening
an understanding of the value of other views on the implications of teaching English in this
local context and its connections with the global context.