TCC - Licenciatura em Letras (UAST)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2944
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Item Análise sobre world englishes e heterogeneidade linguística no livro didático circles 3(2019) Sousa, Gabriel Silva e; Dugnani, Bruna Lopes Fernandes; http://lattes.cnpq.br/6132618542893464; http://lattes.cnpq.br/9288114223375223The main objectives of this research are to analyze and to reflect on the presence of World Englishes and linguistic heterogeneity in the textbook Circles 3, evaluated and approved by the Programa Nacional do livro Didático - PNLD (2016) and used at schools in the city of Salgueiro – Pernambuco state, Brazil. We also analyze its proximity and distance to the concepts found in the Orientações Curriculares Nacionais para o Ensino médio - OCEM and the theoretical framework adopted in the textbook. In order to do that, the works of Kachru (1985), Rajagopalan (2005) and Leffa (2016) served as the bases for our analysis, for they discuss the teaching and role of the English language in the world. We also consider the legal bases for secondary education, Brazil (2006), which deal with the importance of language teaching concerned with raising awareness about the manifestations of linguistic heterogeneity as an important aspect of citizenship education, since the document was still valid at the moment of the evaluation and approval of the textbook analyzed in this study. The corpus of this work resulted from the experience in a school as part of our English teaching practicum, when the textbook itself was the center of our practices. As for the methodology, we used the description and analysis of the activities, focusing on the listening skills, for the audio files chosen corroborates with the theories that worked as guiding lines of the textbook. As results, we found the materialization of the World Englishes and aspects related to linguistic heterogeneity, however these manifestations occur only in three units and not in a reflexive way, in the other five they are present, but there is no practical reflection on the English language and its variations. We found that there is a distance between the proposal to focus on the Englishes of the world as a discussion and its materialization in the textbook exercises. In the process of description and analysis, through the reality of the English language in a global and heterogeneous context, we emphasize the importance of the dialogue between textbook and citizenship education geared to a critical and reflexive awareness of the various contextual, cultural and geographical facets of language.Item Um comparativo entre aulas de língua inglesa: abordagens audiolingual e comunicativa no ensino médio(2018) Leite, Gustavo Saulo Alves; Dugnani, Bruna Lopes Fernandes; http://lattes.cnpq.br/6132618542893464; http://lattes.cnpq.br/9461088696751451This work aims to demonstrate the disparities and similarities established between theory and practice of classes that happened in the audiolingual and communicative approach. The class based on the audiolingual theory was taught in the class “A” of the 1st year of high school, while the class based on the communicative theory was taught in the class “C” of the 1st year of high school, the both happened in a public school of Paraíba. To build this search we resort to Leffa (1988), Brown (2001), Uphoff (2008), Holden (2009), Larsen-Freeman e Anderson (2011), Oliveira (2014), Cunha (2016), Rodrigues (2016). Beyond we made some reflections that comes from the OCEM (The national curriculum guidelines to the secondary school), in order to present relevant considerations to the teaching foreign language. The lessons plans madein both of the approaches of this search serve as a guide to build of our methodology. Stillevaluations were done with some students of two classes, proposing that they exhibit considerations about the classes.Despite a free report, to give a way to the student, we formulated a motivating question: “Expose your opinions about the class. How it was your participation? If the class was attractive? What was the moment that you liked much? The class was motivating?” In our corpus that we got by the active opinion of the students, we can note that the relations between theory and practice of both approaches revealed aspects that made them, so different in theory, similar at the moment of the students evaluation.