Full text
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| Author(s): |
Isabela Ramalho Orlando
Total Authors: 1
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| Document type: | Master's Dissertation |
| Press: | Campinas, SP. |
| Institution: | Universidade Estadual de Campinas (UNICAMP). Faculdade de Educação |
| Defense date: | 2019-05-24 |
| Examining board members: |
Sergio Antonio da Silva Leite;
Elvira Cristina Martins Tassoni;
Claudia Hilsdorf Rocha
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| Advisor: | Sergio Antonio da Silva Leite |
| Abstract | |
The aim of this research was to identify and analyze a teacher¿s pedagogical practices that may have contributed to the approach between the students and the English language, considering that this movement encompasses both affective and cognitive contents. The research is based on Psychology theories, mainly in the ideas of Vigotski (2007, 2009) and Wallon (1979, 1995). It is assumed that the process of knowledge appropriation by the student involves not only cognitive but also affective aspects, and these dimensions are inseparable. This process, in the classroom, is mediated by the teacher and the quality of the mediation has implications in the relations that are established between subject and object of knowledge. This qualitative and ethnographic research was carried out in a language center of a public university. Data collection was performed through observation sessions and video recording of the classes, accompanied by mini-intewviews with the students and notes in the field diary. In addition, an interview was conducted with the teacher in order to know her academic and professional trajectory and her conceptions about education. The data analysis grouped the different teaching activities proposed by the teacher. Thus, the results describe, in details, these teaching activities, reporting how they were conducted by the teacher, as well as the way students participated on them. In addition, the students' perceptions about the activities, which were obtained through the mini-interviews, are presented. The results indicate the wide variety of activities proposed by the teacher as a striking feature of her pedagogical practice, and this characteristic enabled students, even if they had different needs and expectations, to engage with the course. The results discussion also points out the implications of the relationships that constitute the classroom - teacher / students; among students; teacher / teaching; teacher / English language - in the relations that students will establish with the object of knowledge, in this case, the English language. Taking the mediation as a theoretical assumption, the research gives some indications of how the subject-object relationship is mediated, pointing out the diversity of forms of mediation in the observed classroom and reaffirming the importance of this process to the construction of relations between subject and object, which comprehend both affection and cognition (AU) | |
| FAPESP's process: | 17/00588-9 - Affectivity and English language teaching |
| Grantee: | Isabela Ramalho Orlando |
| Support Opportunities: | Scholarships in Brazil - Master |