masterThesis
Representações de professores de língua inglesa de Natal-RN: um estudo sistêmico-funcional
Fecha
2011-02-11Registro en:
VARGAS, Bruna Quartarolo. Representações de professores de língua inglesa de Natal-RN: um estudo sistêmico-funcional. 2011. 113 f. Dissertação (Mestrado em Linguística Aplicada; Literatura Comparada) - Universidade Federal do Rio Grande do Norte, Natal, 2011.
Autor
Vargas, Bruna Quartarolo
Resumen
Teaching and learning representations have been more and more investigated in
the Brazilian applied linguistics field, as it allows the understanding of the teachers
representations and how they conceive the learning process. This practice facilitates the planning of actions to improve the educational system. This study aims at identifying,
interpreting and discussing some representations related to the identity and professional
view of English as a foreign language teachers in different school contexts of Natal-RN. The theoretical and methodological foundation for this research is Halliday s Systemic-
Functional Linguistics (1994; HALLIDAY; MATHIESSEN, 2004; EGGINS, 1994, among
others). Our goal was to reveal the teachers representations embedded in their language, mainly through the ideational metafunction, as language is the tool we use to
express ourselves about the external world (events, qualities, things, etc) and the
internal world (thoughts, beliefs, feelings, etc). The research corpus is made of 21
teacher narratives, generated from a questionnaire sent to the teachers, who were
divided in two groups: Group 1 (public schools teachers) and Group 2 (private schools
and English course teachers). Most of the participants seemed to be satisfied with their
professional choice. Many of them see the job as a challenge and an opportunity to
transmit knowledge. All of them affirmed that the English teacher is a professional, for
different reasons; however, the low professional appreciation was a recurrent aspect
among the studied narratives. When asked about where they work, the private school
teachers seemed to be more satisfied with the teaching-learning process than the ones
from the public schools. We believe that the data analyzed in this study is important to
show how some English teachers from Natal-RN see their profession. The results might
be used in continuing education courses as food-for-thought in group discussions, as it
is extremely important to emphasize and stimulate this practice