Pedagogia crítica e diálogo intercultural no ensino da língua inglesa. Um estudo de caso
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2015
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Este estudo tem como objetivo geral analisar as percepções de estudantes adultos e professores, de uma Escola de Línguas, relativamente aos desafios e vantagens da Pedagogia Crítica, aplicada ao ensino da Língua Inglesa, numa perspetiva reflexiva de Diálogo Intercultural, entre a cultura inglesa e brasileira. Tendo em atenção a finalidade da pesquisa, optou-se por realizar uma investigação que combinou as abordagens quantitativa (inquérito por questionário) e qualitativa (entrevista), a estudantes e professores do Curso de Língua Inglesa, de uma Instituição privada de ensino, no município de Maceió/AL.
No que se refere aos professores, e tendo em conta a sua formação e experiência, procurou-se perspectivar a relação com a cultura da Língua alvo, a forma como percepcionam o ensino da cultura dessa Língua, quais são suas impressões acerca da reação dos alunos a esta cultura, e o seu entendimento acerca do Diálogo Intercultural e da Pedagogia Crítica. Para tanto, recorreu-se à análise das respostas das entrevistas dos docentes, em triangulação com as respostas dos estudantes, no inquérito por questionário.
O discurso dos docentes revela características de uma reflexividade crítica, em relação à prática pedagógica e à necessidade de continuar aprendendo, através de formação continuada. Quanto aos estudantes, os resultados da pesquisa destacam a importância do diálogo e da reflexão, essenciais ao aprofundamento das suas competências linguísticas e críticas, em relação à Língua e à cultura inglesas. Em síntese, as conclusões do estudo reforçam a importância da reflexão, da Pedagogia Crítica e do Diálogo Intercultural, no ensino e na aprendizagem da Língua Inglesa, como Língua estrangeira.
This study has as main objective to analyze the perceptions of adult students and teachers from a language school, relatively to the challenges and advantages of Critical Pedagogy, applied to the teaching of English language in a reflective perspective of Intercultural Dialogue, between the English and Brazilian culture. Taking into account the totality of problems and the purpose of research, it was decided to conduct an investigation that combined the quantitative (questionnaire) and qualitative (interview) approaches, to students and teachers of an English Language Course, in a private institution of teaching, in the city of Maceió / AL. Regarding to the teachers, and taking into account their graduations and experience, we tried to envisage their relationship with the culture of the target language, the way they perceive the teaching of the culture related to this language, what are their impressions about the reaction of students to this culture, and their understanding about Intercultural Dialogue and Critical Pedagogy. Therefore, we resorted to the analysis of the responses of the interviews with the teachers in triangulation with the students´ responses, at the questionnaire survey. The speech of the teachers reveals characteristics of a critical reflexivity in relation to teaching practice, and the necessity to continue learning through continuing education. As for the students, the survey results highlight the importance of dialogue and reflection, essential to the further development of the linguistic and critical skills in relation to language and English culture. In summary, the conclusions of this study reinforce the importance of reflection, Critical Pedagogy and Intercultural Dialogue in the teaching and learning of English as a Foreign Language.
This study has as main objective to analyze the perceptions of adult students and teachers from a language school, relatively to the challenges and advantages of Critical Pedagogy, applied to the teaching of English language in a reflective perspective of Intercultural Dialogue, between the English and Brazilian culture. Taking into account the totality of problems and the purpose of research, it was decided to conduct an investigation that combined the quantitative (questionnaire) and qualitative (interview) approaches, to students and teachers of an English Language Course, in a private institution of teaching, in the city of Maceió / AL. Regarding to the teachers, and taking into account their graduations and experience, we tried to envisage their relationship with the culture of the target language, the way they perceive the teaching of the culture related to this language, what are their impressions about the reaction of students to this culture, and their understanding about Intercultural Dialogue and Critical Pedagogy. Therefore, we resorted to the analysis of the responses of the interviews with the teachers in triangulation with the students´ responses, at the questionnaire survey. The speech of the teachers reveals characteristics of a critical reflexivity in relation to teaching practice, and the necessity to continue learning through continuing education. As for the students, the survey results highlight the importance of dialogue and reflection, essential to the further development of the linguistic and critical skills in relation to language and English culture. In summary, the conclusions of this study reinforce the importance of reflection, Critical Pedagogy and Intercultural Dialogue in the teaching and learning of English as a Foreign Language.
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Orientação: Maria de Nazaré Castro Trigo
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, ENSINO DE LÍNGUAS, ENSINO DA LÍNGUA INGLESA, EDUCAÇÃO INTERCULTURAL, ESTUDOS DE CASO, COMUNICAÇÃO INTERCULTURAL, EDUCATION, LANGUAGES TEACHING, ENGLISH LANGUAGE TEACHING, INTERCULTURAL EDUCATION, CASE STUDIES, INTERCULTURAL COMMUNICATION