Prospecções sobre a abordagem/sentido de plausibilidade na ação de ensinar de um professor de lingua estrangeira de ensino medio / Prospections of the approach/sense of plausibility in the teaching action of a secondary school foreign language teacher

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

The purpose of this ethnographic research is to investigate what approach underlies the teaching of a Foreign Language teacher of a public state school and to evidence if changes had or not occurred in his sense of plausibility and his teaching practice after his participation in this study. To achieve this, we investigated the actions and the methodological procedures of the participant teacher and we compared them with his statements, searching convergence and contradiction between his declared approach and the one that emerges from his practice. The data were collected through class observation, which was audio recorded, field notes, interviews, questionnaires and discussions after the obtained data. The theorical framework that oriented the analysis was based on the work of Almeida Filho (1993, 1997b, 1999, 2005). The data revealed that, in several moments, there was coherence between his speech and his practice; in others contradiction between them. His oral communication was coherent with the assumptions of the communicative approach, but some aspects of his practice with the traditional approach, because the teacher emphasized, in his classes, group reading, translation, learning of vocabulary, memorization and grammatical revision. The results showed a lesser preoccupation with the vestibular, the necessity of creating moments for the students to communicate in the target language, the importance of using less Portuguese by the teacher in his classes, among others. We also noted that the research made the teacher s sense of plausibility get into conflict with his old perceptions, making him reflect critically over his teaching practice and to look for an explanation for it

ASSUNTO(S)

professional growth language professores de lingua formação profissional teacher training teaching approach

ACESSO AO ARTIGO

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