A promoção do Êxodo da Zona de conforto em uma sala de aula de língua inglesa: A importância do papel da reflexão e da interação

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

The present research portrays the study on the role of reflection and interaction as a feasible alternative leading to the implementation of actions to the exodus from the comfort zone in which students of English find themselves in class. An attempt was made to comprehend the fundamental part played by the teacher-researcher in reflecting on his/her practice in interacting with his/her students in order to encourage them to take charge of their learning process and to act in an independent and critical manner based on the view of Celani (2000). It is a piece of action research conducted in a college for foreign language teachers located in a semiresidential area in Greater Rio de Janeiro. In the investigation, the researcher undertook the role of a participant aiming at the construction of her own knowledge of the forms through which reflection and interaction can contribute to raising awareness of the actions for the construction of knowledge and leading to the exodus from the comfort zone. A teacher of English and her group of students participated in this study. This research was theoretically based on the works of Dewey (1909/1997) on reflection, Brown &Levinson (1987) on the theory of politeness, Goffman (1967) on face work, Halliday (1994) on the use of language in social practices and Vygotsky (1930 - 1998; 1934 - 1987) on interaction and knowledge building. The results cast light on possible ways of empowering learners by means of reflection and interaction, and the exodus from the comfort zone

ASSUNTO(S)

linguistica aplicada teacher-researcher of english professor-pesquisador da língua inglesa reflexão e interação da língua inglesa pesquisa-acao em educacao pratica de ensino professores de ingles -- formacao profissional reflection and interaction of english professores e alunos

ACESSO AO ARTIGO

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