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Advisor(s)
Abstract(s)
O estudo a que este texto se reporta partiu do pressuposto de que as oportunidades de uso da língua que os alunos têm tido na aula e, particularmente, em aula de Língua Materna (LM), são parcas e pouco diversificadas, factor que condiciona o seu desempenho comunicativo e a sua aprendizagem, pretendendo realçar a importância de abordar, no contexto da formação inicial de professores de línguas, e particularmente de língua materna, a problemática do exercício de poder pela linguagem.
O projecto, desenvolvido com três estagiárias de Português da Universidade dos Açores, de quem éramos supervisoras, elegeu como estratégias de formação a observação, a reflexão, a experimentação e a análise críticas sobre os usos da linguagem verbal em aula de LM, e assentou numa metodologia qualitativa/interpretativa de investigação. Com a recolha e análise dos dados, procurámos descortinar o entendimento que as formandas iam construindo da relação sujeito-língua-poder em aula de LM ao longo da formação e averiguar da evolução nas práticas de linguagem construídas por estas na aula.
Os resultados permitiram-nos concluir que a formação favoreceu a evolução conceptual das formandas no que respeita ao entendimento da relação sujeito-língua-poder na aula de LM e uma progressiva tomada de consciência das suas implicações na aprendizagem da língua, registando-se, no entanto, um menor impacto nas suas práticas, visível na sua dificuldade em promover determinadas competências comunicacionais em língua. Estes resultados, revelando a importância de integrar na formação (inicial e contínua) de professores a reflexão sobre a problemática em análise, sugerem que, dada a dificuldade de os professores reconstruírem as suas práticas de forma concordante com o seu pensamento, qualquer formação a este nível deve ser alargada no tempo, assentar em estratégias diversificadas e implicar a sua participação activa na concepção e desenvolvimento do projecto de formação.
ABSTRACT: This text resumes an action-investigation study developed in 1999, with three language trainee teachers, from the University of Azores, whom we supervised. The study assumed that the opportunities students have ofusing language in the classroom, particularly, in mother tongue classes, arescarce and little diversified, factor which limits their communicative performance and their apprenticeship, and intended to analyse the relevance of an observational, reflexive, experimental and analytical process of the use of language in mother tongueclasses for the rising of trainee-teachers’ attention to the implicationsthat this use has in language teaching and learning process, and to the changing of their ideas and practices as language teachers. In this project we privileged formative strategies such as the discussion with the colleagues/supervisor; the keeping of a diary; the writing of descriptive and critical reports and the observationand analysis of lessons. We made these strategies coincide with the instruments we used to collect the data, in the context of a qualitative/interpretative methodologyofanalysis. Thus, in order to find out about trainee teachers' ideas on the existing relation between men, language and power in mother tongue classes, we analysed their contributes to the discussion, their diaries and individual reports. Looking for the evolution in the use of language in their classrooms, we analysed three classes of each. The results we obtained indicate the impact of the formative process in their thought and practices, though it was more visible in the first than in the last. These results suggest the importance of adopting a supervisional approach that focuses on the exercising of power through language in mother tongue classes in language teachers’ training process, pointing out the relevance of using diversified strategies and the need to lengthen this intervention in time and to further involve trainee teachers in its conception and development.
ABSTRACT: This text resumes an action-investigation study developed in 1999, with three language trainee teachers, from the University of Azores, whom we supervised. The study assumed that the opportunities students have ofusing language in the classroom, particularly, in mother tongue classes, arescarce and little diversified, factor which limits their communicative performance and their apprenticeship, and intended to analyse the relevance of an observational, reflexive, experimental and analytical process of the use of language in mother tongueclasses for the rising of trainee-teachers’ attention to the implicationsthat this use has in language teaching and learning process, and to the changing of their ideas and practices as language teachers. In this project we privileged formative strategies such as the discussion with the colleagues/supervisor; the keeping of a diary; the writing of descriptive and critical reports and the observationand analysis of lessons. We made these strategies coincide with the instruments we used to collect the data, in the context of a qualitative/interpretative methodologyofanalysis. Thus, in order to find out about trainee teachers' ideas on the existing relation between men, language and power in mother tongue classes, we analysed their contributes to the discussion, their diaries and individual reports. Looking for the evolution in the use of language in their classrooms, we analysed three classes of each. The results we obtained indicate the impact of the formative process in their thought and practices, though it was more visible in the first than in the last. These results suggest the importance of adopting a supervisional approach that focuses on the exercising of power through language in mother tongue classes in language teachers’ training process, pointing out the relevance of using diversified strategies and the need to lengthen this intervention in time and to further involve trainee teachers in its conception and development.
Description
Síntese de trabalho de dissertação efectuado no âmbito do Curso de Mestrado em Supervisão, da Universidade de Aveiro, leccionado na Universidade dos Açores, em colaboração.
Keywords
Abordagem Comunicativa Ensino do Português Formação Inicial de Professores Formação de Professores de Português Investigação-acção Supervisão Pedagógica
Citation
LEAL, Susana Mira ; SÁ, Maria Helena de Araújo e - "Poder e linguagem na aula de língua materna : um projecto de investigação-acção com professores estagiários de português" in: Supervisão. - [S. l.] : Universidade de Aveiro : Governo Regional dos Açores : Universidade dos Açores, 2005. - p. 233-259
Publisher
Universidade de Aveiro / Governo Regional dos Açores – Direcção Regional da Educação / Universidade dos Açores