Linguagem dos docentes nas turmas concludentes dos cursos integrados do Instituto Federal de Sergipe
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Data
2012
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O presente estudo teve como principal objetivo oferecer uma contribuição para reflexão a respeito do emprego da linguagem dos docentes nas turmas de prováveis concludentes do Ensino Médio Integrado do Instituto Federal de Sergipe, apontando as
representações dos alunos sobre essa prática, tendo em vista alguns deles afirmarem, em
conversa amistosa, nos corredores ou em sala de aula, que deixavam de compreender determinado assunto, recém abordado, por não conseguirem compreender a linguagem utilizada pelos professores durante as aulas. De igual modo, pensamos obter as representações dos professores sobre a linguagem por eles utilizada nessas mesmas turmas.
Nas discussões teóricas, buscamos conceituar a linguagem e, tomando como pólo orientador o pensamento de Bernstein, observar se esta escola mantém como regra a prática do código elaborado, através do qual poderá discriminar ou até excluir o aluno oriundo das classes menos favorecidas, que conhece e faz uso do código restrito. Ao utilizar a linguagem
do professor como mediadora, procuramos avaliar se havia uma justa relação na comunicação
professor-aluno, através da utilização de uma forma de linguagem acessível, que se mostrasse igual para todos, propiciando maior interação em sala de aula.
Procedimentos metodológicos, embasados na pesquisa descritiva de caráter exploratório, envolveram aulas observadas, questionários, entrevistas semi-estruturadas, além de relatório das tarefas feitas com professores e alunos, cujos resultados serão apresentados
como tentativa de contribuir para melhoria do processo de ensino-aprendizagem dentro do Campus Aracaju do Instituto Federal de Sergipe. Nas considerações finais são apresentadas algumas sugestões para trabalhos futuros.
The present study aimed at providing a contribution for a reflection on the use of language teachers in conclusive Integrated classes of the Federal Institute of Sergipe, pointing out the students' representations about this practice, considering what some of them stated, in friendly conversation, on the hallways or inside the classroom, that they failed to follow a certain subject, just discussed, because they could not understand the language used by teachers in class. Similarly, we get the teachers' representations about the way they used the language in those classes. In theoretical discussions, we conceptualize language, and taking as a guiding pole Bernstein's thought, see if this school has as a rule the practice of elaborate code, through which it may discriminate or exclude the student coming from poorer social classes, who knows and makes use of the restricted code. By using teachers' language as mediator, we evaluated whether there was a fair relationship in teacher-student communication, through the use of a form of accessible language, which proved to be equal to all students, providing greater interaction in the classroom. Methodological procedures, based on descriptive and exploratory research, involving classes observation, questionnaires, semi-structured interviews besides report on tasks done with teachers and students whose results will be presented as a contribution in trying to improve the teaching-learning process at the Federal Institute of Sergipe, Campus Aracaju. On the final remarks there are some suggestions for future work.
The present study aimed at providing a contribution for a reflection on the use of language teachers in conclusive Integrated classes of the Federal Institute of Sergipe, pointing out the students' representations about this practice, considering what some of them stated, in friendly conversation, on the hallways or inside the classroom, that they failed to follow a certain subject, just discussed, because they could not understand the language used by teachers in class. Similarly, we get the teachers' representations about the way they used the language in those classes. In theoretical discussions, we conceptualize language, and taking as a guiding pole Bernstein's thought, see if this school has as a rule the practice of elaborate code, through which it may discriminate or exclude the student coming from poorer social classes, who knows and makes use of the restricted code. By using teachers' language as mediator, we evaluated whether there was a fair relationship in teacher-student communication, through the use of a form of accessible language, which proved to be equal to all students, providing greater interaction in the classroom. Methodological procedures, based on descriptive and exploratory research, involving classes observation, questionnaires, semi-structured interviews besides report on tasks done with teachers and students whose results will be presented as a contribution in trying to improve the teaching-learning process at the Federal Institute of Sergipe, Campus Aracaju. On the final remarks there are some suggestions for future work.
Descrição
Orientação: José Bernardino Duarte
Palavras-chave
EDUCAÇÃO, EDUCATION, PROFESSORES, TEACHERS, LINGUAGEM, LANGUAGE, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO