Ensino de inglês em Gurupi/TO sujeitos, crenças e trajetórias
In the contemporary world, there seems to be an attempt to understand how both individual and group changes occur in society. In such understanding, the concept of identity permeates different fields of knowledge, especially education in its relationship with linguistics, history, and culture. Th...
| Autor principal: | Mendes, Maria Elaine |
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| Grau: | Tese |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Tocantins
2016
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| Assuntos: | |
| Acesso em linha: |
http://hdl.handle.net/11612/183 |
| Resumo: |
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In the contemporary world, there seems to be an attempt to understand how both
individual and group changes occur in society. In such understanding, the concept
of identity permeates different fields of knowledge, especially education in its
relationship with linguistics, history, and culture. This study converges to this
relationship in presenting results of a research aimed at understanding everyday life
beliefs of English language teachers from Gurupi, state of Tocantins, and how these
beliefs affect the formation of their identity and the way they see themselves as
teachers of English language. This research has focused on teacher‘s education and
training context. Fulfilling its aim meant to rely on an interpretive analysis of oral
accounts given by teachers and pupils‘ parents. A life-story approach was used in
connection with oral history as research methodology. A qualitative survey was
carried out with semi-structured interview and questionnaire as tools to gather data
from English language teachers who work at public schools and at English private
schools; in addition, from parents who enroll their children in private language
schools. Results point out a close relationship between learning and teaching beliefs
among teachers and parents as well as a certain discredit and discouragement
towards not only their profession but also representations of the English language
teacher. His/her identity builds upon the association of an idealised crave to speak
English and a lack of means to do so. As memories of social model acquired in
school as student and as teacher, their accounts has awaken personal thoughts on
the teacher‘s professional making, which means personal experiences related not
only to teaching English but also to learning it. |