Vitalino Garcia Oliveira
REFERENCE: OLIVEIRA, Vitalino Garcia. INGLÊS COMO LÍNGUA ESTRANGEIRA E A PEDAGOGIA CRÍTICA: REPENSANDO O ENSINO E A APRENDIZAGEM NO SÉCULO XXI. 2015. 1-130 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, 2015.
AUTHOR: Vitalino Garcia Oliveira
TITLE: ENGLISH AS A FOREIGN LANGUAGE AND CRITICAL PEDAGOGY: RETHINKING EDUCATION AND LEARNING IN THE 21ST CENTURY (INGLÊS COMO LÍNGUA ESTRANGEIRA E A PEDAGOGIA CRÍTICA: REPENSANDO O ENSINO E A APRENDIZAGEM NO SÉCULO XXI)
ADVISOR: Prof. Dr. Neuda Alves do Lago
RESEARCH LINE: N/I
DEFENSE DATE: 08/31/2015
ABSTRACT:
This research had as its theoretical reference the Critical Pedagogy, which is based on the following principles: education and teaching of English as an ethical, political and libertarian act; and English language learning as a tool for transforming contemporary society (unfair and unequal) into a more humane and ethical society, devoid of prejudice. In addition, aspects related to the teacher's initial and continuing education, as well as their beliefs regarding English language teaching and learning and identity were also contemplated. The participants were four elementary school English teachers from the municipal network of Jataí, GO), enrolled in a continuing education course entitled Teaching Up. The general objective of this research was to verify if these teachers use critical pedagogy in their practice. teachers, while the specifics were: to ascertain the teachers' knowledge about the possibilities of applying the principles of Critical Pedagogy to the teaching of English as a Foreign Language; investigate whether they conceive of themselves as critical teachers in relation to the discipline they teach; to verify the possible application of Critical Pedagogy in the practice of the participating teachers. This research fits in the qualitative-interpretative paradigm, whose modality is the case study. For data collection, a questionnaire, narrative, semi-structured interview, direct observation with observer's field notes and video recording were used. The results point to the fact that the participating teachers, as a rule, claimed to have very positive beliefs and in line with the new trends in teaching English as a Foreign Language, such as: the responsibility for learning is not only of the teacher and the student, but both; The textbook is not indispensable for teaching/learning English from a critical perspective, among others. Regarding the pedagogical praxis, the participating teachers showed to be in different stages with regard to the didactic-pedagogical and linguistic knowledge related to the language they teach. The propensity to monological education of some of the participants highlighted the need and importance of continuing education courses for the professional improvement of teachers.
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