Tese
Colaboração e ressignificação de práticas de ensino e aprendizagem de inglês na escola pública: aventuras e desventuras em uma 3ª série do ensino médio
Autor
Silva, Eliseu Alves da
Institución
Resumen
Studies on teaching and learning English as Additional Language (EAL) in State school
(COELHO, 2005; PAIVA, 2007; TICKS, 2008; SCHERER; MOTTA-ROTH, 2015; CUNHA;
STURM, 2015; PIMENTA; MOREIRA; REEDIJK, 2016) show that challenges of this task
pass through questions of methodology, students’ (lack of) interest, teachers’ devaluation
and low pay, insufficient workload in the discipline and so on. From this perspective,
proposals of collaborative intervention in school contexts (TICKS, 2008; PASSONI, 2012;
TICKS; SILVA; BRUM, 2013; SILVA, 2014) have focused on creating reflexive spaces
aiming at ressignifying practices and promote emancipatory and collaborative learning. Thus,
in this investigation we try to analyze the reflexive and collaborative process, developed
within an English learning proposal as a socially situated activity in the State school in order
to ressignify the participants’ (teacher and students) discourses and practices about English
teaching and learning in this context. To do that, we initially investigated students’
representations about teaching and learning and roles of teacher and student in these
processes. Then we started the implementation of the socially situated EAL learning
proposal that involved practices of reading to subsidize a written production and, at the end,
the production of an exemplar of the genre oral presentation in English. The learning
proposal development tried to offer spaces to reflect and ressignify representations of
teaching and learning and the roles of teacher and the student. The pedagogical proposal,
the analysis and the reflection of the discourses produced along the process were
theoretically supported by Collaborative Research (MAGALHÃES, 2002), Critical Discourse
Analysis (FAIRCLOUGH, 1992; 2003), Argumentation (LEITÃO, 2009; 2011), Critical Genre
Analysis (MEURER, 2002; MOTTA-ROTH, 2008b) and social theory of learning
(VYGOTSKY, 1934/2001). The analysis of the initial representations of the students
evidenced an English learning paradigm associated to traditional pedagogic perspectives of
repetition and grammar memorization (COPE; KALANTZIS, 2015), helping to emerge
teachers’ representations as learning provider/facilitator and student as receptor/beneficiary
of the knowledge transmitted by the teacher, which were maintained during the process.
Near the end, however, we perceived timid upholds on students’ discourses towards an
awareness that English learning can happen beyond grammar memorization and that the
acquired learning can be valid to other situations external to classroom. Nevertheless, these
representations are still fragile because they were built within a non-continuous process,
marked by many interruptions (downtimes and strikes). In the same way, these
representations keep discursive echoes from Elementary school, based on repetition that
could also be identified in the teachers’ practice, evidencing weaknesses and uncertainties
inherent to the task of teaching in that context and giving the precise extent that to make a
difference in the State school (practice) means to go through these difficulties.