Banca de QUALIFICAÇÃO: ALBÉRIS ERON FLÁVIO DE OLIVEIRA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
DISCENTE : ALBÉRIS ERON FLÁVIO DE OLIVEIRA
DATA : 10/10/2016
HORA: 09:00
LOCAL: Auditório D
TÍTULO:

THE USE OF READERS IN THE PUBLIC SCHOOL ENGLISH CLASSROOM

 

 

 

PALAVRAS-CHAVES:

KEY-WORDS: Text; Culture; Language teaching; Readers

PÁGINAS: 100
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Lingüística Aplicada
RESUMO:

ABSTRACT

 

The growing technological, economic, and social changes in the contemporary globalized world (GRADDOL, 2006), as well as the difficulty of coping with social problems have presented unprecedented challenges for humanity. More than ever education has been seen as a necessary instrument to prepare people to face situations such as social survival and economic stability. The English language subject linked into the area of Languages, Codes and its Technologies, becomes an important part of the set of essential knowledge that allows the students to approach various cultures and technologies which enable a greater integration with the globalized world (BRASIL, 1998). The English language teaching process in Brazilian public schools, however, has been marked by a history of failures according to Moreira (2002), Bohn (2003), Borges (2004), Almeida Filho (2005), Rajagopalan (2006), Oliveira (2007), Candido de Lima (2009) and Lima (2014), among others. The researches point to factors ranging from an excessive number of students per class to a lack of motivation and difficulties with listening and speaking. While agreeing with the data presented by the aforementioned authors, we find in Miccolli (1978) a counterpoint which offers a way forward suggesting that problems arising within the classroom are, definitely, manageable. In our experience as a public school teacher, we have found a possible solution to this scenario: the use of readers in the classroom. The strength of the narratives associated with aspects of the structure of the language and vocabulary have led to effective classroom practices which we document in this work. In support of this,  we are able to cite studies in textuality, reception theory and aesthetics such as Iser (1996), Eco (1971), Barthes (2001), and Cosson (2007); as well as studies in language teaching/learning such as Larsen-Freeman (2000), Rajagopalan (2008), Norton (2000), and Almeida Filho (2005); and also in  literacy and genre  such as Moita Lopes (1996), Kleiman (2001), Machado (2005), Marcuschi (2007), Oliveira (2008) and Koch (2009). Kramsch (2001), Byram (1993), Brown (2007), and Brooks (1973) have all demonstrated that language and culture are both needed for a comprehensive language-learning experience. The official guidelines relating to English-language teaching in Brazil (LDB, 1996; PCN’s, 1998; OCEM, 2006), as well as in the Common European Framework (2001) both serve as a foundation for this study.

 

MEMBROS DA BANCA:
Presidente - 2194174 - ANA GRACA CANAN
Interno - 1720830 - MARCELO DA SILVA AMORIM
Externo à Instituição - EVA CAROLINA DA CUNHA - UFPE