Educação de língua inglesa e novos letramentos: espaços de mudanças por meio dos ensinos técnicos e tecnológicos / English language education and new literacies: changing spaces through technical and technology education

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

31/08/2012

RESUMO

The technical education and the technology/vocational education are at stake in government decisions and discussions. This research investigates the encounter between English language education and the technical and vocational education. Based on qualitative ethnographic methodologies, I analyze the discourses of two teachers and several students from two schools - a secondary level technical school and a faculty of technology both belonging to a technology educational institution in the State of São Paulo . Through this approach I seek to answer two main research questions: what is the perception of students and teachers from these schools in relation to the presence of English language in society? And how is the relationship between the English language and globalized neoliberal society reflected in technical/technology education, with regard to the premise of the necessity of critical education in today\ s society? Based on interpretations of data, this thesis argues that both schools have developed a pedagogical approach aimed at instrumental teaching at the same time as it focuses on citizenship and critical education. The contribution of this thesis is to suggest that these contexts provide spaces for change and that vocational education can contribute to students citizenship education, as indicated in its official orientations. I present this study in two parts. The first one comprises the introduction, the contextualization, the methodologies, and some theoretical roots of this research. The second part comprises the analysis of data intertwined with more theoretical grounding. In the first chapter, I discuss the influence of the neoliberal discourse on English language teaching and learning. In the second one, the interpretative analysis focuses on English language teaching and education in current society, in particular the notion of the global-local, or the glocal. In the third part I present an analysis based on a revisited critical pedagogy. I reflect upon some views of conventional/traditional pedagogy and critical pedagogy through English language education. The new literacies and new technologies (ICTs) are the focus of the fourth chapter. In the fifth and final chapter I reflect upon the concepts of culture and citizenship within foreign language education contexts. I understand that education, culture and citizenship should be in dialogue if they are to contribute to new teachings and new learnings. Based on contemporary educational movements, I conclude by stating that the new literacies, added to the existing pedagogical practices of this educational institution, might produce new educational proposals, which comprise the transformative dimensions of schooling.

ASSUNTO(S)

educação de língua inglesa educação técnica/tecnológica english language education new literacies novos letramentos technical/technology education

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