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Um olhar reflexivo sobre o insucesso do ensino de línguas estrangeiras nas escolas públicas do Brasil
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| DM_Edna Amâncio | 8.4 MB | Adobe PDF |
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Abstract(s)
Este trabalho apresenta uma reflexão analítica e crítica a respeito do insucesso no
processo de ensino/aprendizagem de Língua Estrangeira nas Escolas Públicas do Brasil.
Através de uma visão holística ao explorar a temática, buscou-se motivos e implicações
nos segmentos envolvidos; porém o foco direcionou-se a ex-alunos e seus correlatos.
O assunto foi vinculado a questões linguísticas, percorrendo desde os valores da
linguística histórica ao preconceito linguístico presente nos estudos de ambas as línguas,
a materna e a estrangeira.
O tema é analisado como algo complexo, que apresenta difíceis questões, razão pela
qual a investigação estendeu-se a realidades vivenciadas por outras nações; por outro
lado, o projeto de intervenção apresentado pôde ser considerado simples e de fácil
aplicação devido à presença do filtro afetivo e do uso de técnicas motivacionais.
Evidenciou-se por meio das atividades de investigação teórica e de campo e da
realização do Projeto-Ação que possíveis falhas na formação acadêmica dos educadores
devem ser suprimidas através de uma formação continuada. Não obstante, tais
pendências podem ser minimizadas por meio de empenho e de uma aplicação
metodológica de cunho motivacional, pois, alguns ex-alunos compartilharam marcas de
frustração e até assumiram terem falhado durante o processo de ensino /aprendizagem
de LE, admitiram que não se sentiam motivados a estudar no momento oportuno e
lamentaram o fato de não serem bilíngues e terem melhores oportunidades no mercado
de trabalho.
A intervenção proposta, dessa forma foi baseada na motivação de modo a romper
barreiras que podem ser alusivas tanto a estudantes, como, em especial a educadores
que, por não se sentirem preparados devido à formação inadequada ou insuficiente, não
transmitem o poder do engajamento a seus alunos.
This paper presents a critical and analytical reflexion about the insuccess of the teaching/learning process of a foreign language in Brazilian public schools. It explores the subject through a holistic perspective seeking for its main reasons and consequences on all elements envolved, but the focus of the research was guided to former students and their relatives. The topic is correlated to linguistic issues, scrolling since the values of historical linguistic to linguistic prejudice presents in the studies of the both languages, native and foreign. It has been analyzed as a complex theme which contains hard questions; for that reason the research stretched to other countries reality; on the other hand, the Project could be consider simple and easy to apply due to use engaging manner techniques. Although the Action Project and the activities of this work emphasized that casual mistakes which happen during academic background need to be supplied, it became clear through theory and practice research these mistakes can be minimized by means of engaging techniques, once some students shared frustration and have admitted guilt because they were not engaged to learn English in the past; situation that impairs their competitiveness into the labour market. The intervention proposal was based on the engagement in order to break down barriers allusive to both students and especially teachers who do not feel prepared due to inadequate or insufficient training and consequently do not disseminate the power of engagement to their students.
This paper presents a critical and analytical reflexion about the insuccess of the teaching/learning process of a foreign language in Brazilian public schools. It explores the subject through a holistic perspective seeking for its main reasons and consequences on all elements envolved, but the focus of the research was guided to former students and their relatives. The topic is correlated to linguistic issues, scrolling since the values of historical linguistic to linguistic prejudice presents in the studies of the both languages, native and foreign. It has been analyzed as a complex theme which contains hard questions; for that reason the research stretched to other countries reality; on the other hand, the Project could be consider simple and easy to apply due to use engaging manner techniques. Although the Action Project and the activities of this work emphasized that casual mistakes which happen during academic background need to be supplied, it became clear through theory and practice research these mistakes can be minimized by means of engaging techniques, once some students shared frustration and have admitted guilt because they were not engaged to learn English in the past; situation that impairs their competitiveness into the labour market. The intervention proposal was based on the engagement in order to break down barriers allusive to both students and especially teachers who do not feel prepared due to inadequate or insufficient training and consequently do not disseminate the power of engagement to their students.
Description
Keywords
Insucesso Escola pública Preconceito linguístico Bilingue Motivação Unsuccessful Public school Linguistic prejudice Bilinguism Engagement