O Palácio de Ciências e Línguas Estrangeiras: sua contribuição para o ensino-aprendizagem da língua inglesa
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Data
2014
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Este trabalho suscita debates e tomadas de posições sobre como ensinar e aprender a Língua
Inglesa nas escolas públicas com a influência do Palácio de Ciências e Línguas Estrangeiras
(PCLE) no município de Sobral-Ceará. O referido estudo é intitulado como pesquisa de
campo com abordagem quantiqualitativa. A finalidade da pesquisa se justifica na medida em
que pretendemos analisar o desenvolvimento das habilidades comunicativas dos alunos
envolvidos no PCLE e se realmente a instituição consiste, ou não, em fornecê-los uma
consciência crítica dessas habilidades que são essenciais na aprendizagem, focando
especialmente no ensino da Língua Inglesa. Os informantes foram 288 alunos do Ensino
Médio, 2 diretores e 2 coordenadores de duas escolas públicas, 1 diretor e 1 coordenador do
PCLE. Os dados foram obtidos através de questionários para os diretores, coordenadores e
alunos. Os resultados mostraram que 77,78% dos alunos-informantes afirmam que o PCLE
contribui satisfatoriamente no ensino-aprendizagem da Língua Inglesa. Esta dissertação visa a
contribuir para os educadores a elaboração de propostas viáveis de incentivar os alunos das
escolas públicas terem um maior envolvimento com a Língua Inglesa tendo a parceria do
PCLE, no qual os resultados revelam que é uma instituição que desenvolve a autonomia do
educando no ensino-aprendizagem, incentiva o espírito colaborativo fora e dentro da sala de
aula e possibilita por em prática as habilidades comunicativas.
The aim of this work is to raise debates and to show views on how to teach and to learn the English language in public schools with the influence of the Palácio de Ciências e Línguas Estrangeiras (Palace of Science and Foreign Languages – PSFL) in the municipality of Sobral-Ceará, through empirical study of a quantiqualitative nature. The purpose of the research is justified to the extent that we intend to analyze the development of communicative skills of the students who also study at the Palace of Science and Foreign Languages and to discover if the referred to institution provides students with critical awareness of those skills and capacities which are essential in learning, especially focusing on teaching of the English language. The informants were composed of 288 High School students, two Directors and two Coordinators of two public schools, a Director and a Coordinator of the PSFL. The data was collected through questionnaires applied to the Directors, Coordinators and Students. Results indicated that 77.78% of the student-informants claim that the PSFL does contribute satisfactorily in the teaching and learning of English language. This thesis aims to contribute in presenting educators with feasible proposals to encourage students of the public education sector to become more involved with learning the English language, with the partnership of the Palace of Science and Foreign Languages, seeing that results show that this is an education institution that helps develop student autonomy in the teaching-learning process, fosters collaborative spirit within and outside the classroom and allows to put communicative skills into practice.
The aim of this work is to raise debates and to show views on how to teach and to learn the English language in public schools with the influence of the Palácio de Ciências e Línguas Estrangeiras (Palace of Science and Foreign Languages – PSFL) in the municipality of Sobral-Ceará, through empirical study of a quantiqualitative nature. The purpose of the research is justified to the extent that we intend to analyze the development of communicative skills of the students who also study at the Palace of Science and Foreign Languages and to discover if the referred to institution provides students with critical awareness of those skills and capacities which are essential in learning, especially focusing on teaching of the English language. The informants were composed of 288 High School students, two Directors and two Coordinators of two public schools, a Director and a Coordinator of the PSFL. The data was collected through questionnaires applied to the Directors, Coordinators and Students. Results indicated that 77.78% of the student-informants claim that the PSFL does contribute satisfactorily in the teaching and learning of English language. This thesis aims to contribute in presenting educators with feasible proposals to encourage students of the public education sector to become more involved with learning the English language, with the partnership of the Palace of Science and Foreign Languages, seeing that results show that this is an education institution that helps develop student autonomy in the teaching-learning process, fosters collaborative spirit within and outside the classroom and allows to put communicative skills into practice.
Descrição
Orientação: Emmanuel Sabino Borrego ;
co-orientação: Ana Benavente
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, PALÁCIO DE CIÊNCIAS E LÍNGUAS ESTRANGEIRAS, PROCESSO DE ENSINO-APRENDIZAGEM, ENSINO DE LÍNGUAS ESTRANGEIRAS, ENSINO DA LÍNGUA INGLESA, ESTUDOS DE CASO, TEACHING-LEARNING PROCESS, SECOND LANGUAGE INSTRUCTION, ENGLISH LANGUAGE TEACHING, CASE STUDIES, PALÁCIO DE CIÊNCIAS E LÍNGUAS ESTRANGEIRAS, EDUCATION, BRASIL, BRAZIL