A construção social das competencias necessarias ao professor de lingua estrangeira : entre o real e o ideal : um curso de letras em estudo

AUTOR(ES)
DATA DE PUBLICAÇÃO

2001

RESUMO

This thesis aimed to compose, discuss and analyze the students of Letras sociolinguistic profiles and the English teachers in service as well. The first profile was obtained from the students who were in the first year of Letras course; the second one was composed based on the student-teachers taking the last year of the course, and the third profile was based on the teachers in service at the public schools in Paraná State. Those profiles were checked out by comparing them with the needs the student-teachers and teachers really felt at the moment of their pedagogical practice. Other evidences carne from the results got through the application of a kind of placement test to all the primary subjects of the research mentioned above. The research was interpretative (Erickson, 1982,1986,1992) a branch of qualitative research, since we used quantitative data to illustrate and compare some results and qualitative data collected from observations, reflexive diaries and interviews as well. The data made it clear that the Letras graduation courses have not been able to improve the students proficiency in the English language, since those students have left the university with the scores a little upper than the ones got by the new comers and very similar to the ones got by the teachers who are already teaching at the public schools. The greatest difficulties are related to the students/teachers lack of ability to use the foreign language - communicative competence - and to link the practice and theory. The institution, the non-qualified stuff of teachers, and the students lack of commitment are blarned to be responsible for this situation. The data found and the readings on the field helped us to propose a competence model, oriented by two macro-competences - the Discursive Competence and the Professional Competence which, developed during the graduation course, seems to have potential to promote the cognitive, affective, social and professional development of the pre-service and in-service teachers, qualifying them to a more etfective teaching. Moreover the data led us to look for altematives to minimize the ditference between what is worked out during the graduation and what is on1y supposed to and, between the REAL and the IDEAL, to build together the educator and the good professional that the society needs, proposing changes in the three fundamental axes: university - Letras department - co-ordination, the professors of the course and students

ASSUNTO(S)

aluno-mestre professores - formação aprendizagem lingua inglesa

ACESSO AO ARTIGO

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