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Master's Dissertation
DOI
https://doi.org/10.11606/D.48.2007.tde-12032009-160833
Document
Author
Full name
Valéria Cristina Aranha
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2007
Supervisor
Committee
Jovanovic, Aleksandar (President)
Jubran, Safa Alferd Abou Chahla
Rodrigues, Livia de Araújo Donnini
Title in Portuguese
Quem eles pensam que são? Crenças e representações de alunos e professores de língua estrangeira de uma escola pública na prefeitura de São Paulo: estudo de caso.
Keywords in Portuguese
Crença
Ensino de língua estrangeira
Representação
Abstract in Portuguese
A presente dissertação trata das crenças e representações de alunos e professores de língua estrangeira como fatores que interferem no processo de ensino/aprendizagem. O trabalho resulta de uma pesquisa de cunho qualitativo na qual foram utilizadas como base teórica as noções de crença e de reprodução cultural, de Bourdieu, e o conceito de representação, de Chartier. O enfoque do tema também considerou as contribuições teóricas em aquisição e aprendizagem de línguas. Foi empregada na pesquisa a metodologia etnográfica, incluindo observação participante e elaboração de notas de campo. A análise do material produzido durante as atividades da pesquisa aponta para a importância da explicitação das crenças e representações em jogo no processo de ensino/aprendizagem de língua estrangeira, como mais um recurso para o professor no processo de reflexão sobre sua prática e solução de problemas didáticos.
Title in English
Who do they think they are? Beliefs and representations of foreign language students and teachers at a public school in the suburbs of São Paulo: case study.
Keywords in English
Belief
Foreign language teaching
Representation
Abstract in English
The present dissertation discusses beliefs and representations of foreign language students and teachers as factors which interfere with teaching and learning processes. The work stems from a qualitative research project in which Bourdieu´s notions of belief and cultural reproduction, as well as Chartier´s concept of representation, were used as theoretical bases. The theme focus has also taken into account theoretical contributions related to language acquisition and learning. Ethnographic methodology was employed, which included in-class participative observation and elaboration of field notes. Analysis of material produced during research activities points out the importance of explicitness of those beliefs and representations in play at foreign language teaching and learning processes, as they constitute one more set of resources to teachers within their reflection process about practices and solutions to didactical issues.
 
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Publishing Date
2009-05-05
 
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