Aula de lingua estrangeira e escrita : representações do ensino para adolescentes
Ana Emilia Nogueira Fajardo
DISSERTAÇÃO
Português
(Broch.)
T/UNICAMP F178a
Campinas, SP : [s.n.], 1998.
105f.
Orientador: Silvana Mabel Serrani-Infante
Observação: Falta a página 56
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Resumo: Esta pesquisa originou -se da conjunção da prática pedagógica do ensino de inglês para adolescentes e de preocupações teóricometodológicas na perspectiva transdisciplinar em Lingüística Aplicada (LA). Constitui-se, primordialmente, como tentativa em dar algumas respostas a questões...
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Resumo: Esta pesquisa originou -se da conjunção da prática pedagógica do ensino de inglês para adolescentes e de preocupações teóricometodológicas na perspectiva transdisciplinar em Lingüística Aplicada (LA). Constitui-se, primordialmente, como tentativa em dar algumas respostas a questões levantadas no contexto próprio da sala de aula, tentando perceber esses limites - os muros da escola - no sentido de resgatar as condições de elaboração do discurso, aí produzido, para analisá-lo. 1 ) Por que o ensino de inglês para adolescentes é representado, pelos professores, como uma tarefa árdua? 2) Por que os adolescentes parecem não se interessar pelos métodos utilizados? 3) Por que os adolescentes utilizam-se da sala de aula de inglês como uma sala de "bate-papo" em português? 4) Qual o papel da escrita na aprendizagem de Língua Estrangeira (LE) para adolescentes? A hipótese levantada é a de que o estudo das representações da aula e da escrita constitui um caminho que nos permite compreender melhor o ensino de LE. Nosso pressuposto básico é a visão de adolescente, como a proposta por Lacan na voz de Ruffino (1996). O autor entende que o jovem adolesce por não ter como responder às convocações de seu corpo e do olhar do outro. Não mais a criança de outrora: vê-se, então, desprovido da eficácia ritual que lhe franqueava responder a essa convocação (Ruffino, 1996) . Freud, por sua vez, denomina a adolescência de puberdade, focalizando a questão do Complexo de Édipo que permanece como fator decisivo em jogos identificatórios no processo de crescimento da criança e do adolescente. A composição do corpus, proposta para alcançar o objetivo de estudar as representações de aula e escrita de alunos e professores, constitui-se em gravações de vídeos, audio e produções escritas. Para a análise, apoiamo-nos em categorias teórico-metodológicas da Teoria do Discurso (TD) e da Psicanálise: 1. O conceito de sujeito efeito da linguagem, de Lacan e Authier (1995). 2. O conceito de Formações lmagináriCls (FI) de Pêcheux (1990).
3. O conceito de ilusão do sujeito, de Pêcheux (1988), do qual ressaltamos as categorias de interdiscurso e intradiscurso. 4. A abordagem lacarnana sobre a escrita apóia-se em Pommier (1993). 5. Ressonâncias interdiscursivas de significação (Serrani, 1993). Os resultados indicam que a escrita em contexto pedagógico é representada, pelos adolescentes, como mero preenchimento de lacunas em exercícios mecânicos. Os adolescentes manifestam desejo de escrever, com a condição de que seja, a escrita feita sem obrigatoriedade. Os professores demonstram a importãncia que dão à escrita, mas ainda privilegiam a oralidade em sala de aula de LE, compactuando com a visão clássica de escrita como reflexo do oral.
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3. O conceito de ilusão do sujeito, de Pêcheux (1988), do qual ressaltamos as categorias de interdiscurso e intradiscurso. 4. A abordagem lacarnana sobre a escrita apóia-se em Pommier (1993). 5. Ressonâncias interdiscursivas de significação (Serrani, 1993). Os resultados indicam que a escrita em contexto pedagógico é representada, pelos adolescentes, como mero preenchimento de lacunas em exercícios mecânicos. Os adolescentes manifestam desejo de escrever, com a condição de que seja, a escrita feita sem obrigatoriedade. Os professores demonstram a importãncia que dão à escrita, mas ainda privilegiam a oralidade em sala de aula de LE, compactuando com a visão clássica de escrita como reflexo do oral.
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Abstract: The problem that Ied me to start this research can be put in the following questions: 1. Why do teachErs compIain about teaching teens? 2. What do teens want to do in class?
3. Why are they often so difficuIt to contral in class? These questions helped me to set the main goals of the... Ver mais Abstract: The problem that Ied me to start this research can be put in the following questions: 1. Why do teachErs compIain about teaching teens? 2. What do teens want to do in class?
3. Why are they often so difficuIt to contral in class? These questions helped me to set the main goals of the research beginning with the fundamental one: Who are the teens? In other words, in our research I intend to study who they are, what they want as foreign
students, taking into account theoretical and methodological principles of: 1.Discourse Analysis2 Psychoanalysis The objective of the research is, thus, to study the teen's and teacher's representations of c1ass and writing in a foreing Ianguage (English). The writing was chosen since we hypothesized that it can be regarded as a pIace for the teens to think about their position in life, since that they have been ca1led to act almost like aduIts, without having gone through the iniciation rites to adult life - as in primitive societies) (Ruffino,1996). The approach I have decided to follow is mainIy based on the work of tw:o French writers. On the one hand, Michel Pêcheux, and on the other hand, Jacques Lacan. The choice was made especialIy because of their subject conception. They both propose that the subject is fractured, divided by language. The su.bject is immerse in language, and it is formed by language acting in their lives according to their Discursive Formations. Another important concept, that both authors share the meaning, is the fact that the unconsciousness has a symbolica1 structure. That means we can not control our speech thoroughly, even though we have the illusion we do. This concept is better explained in the forgettings number 1 and number 2 from Pêcheux theoty. We will point out lapses that occur in the
speech of these students reinforcing the view of language not as a complete. model to be analysed, on the contral), as productions either written or spoken, deprived of rationality and coherence. The analysis was carried out by adopting Serrani's 1993 strategy named "ressonâncias de significação" which consists of analysing lexical items or ways of sayjng which are found repeatedly in the corpus. This repetition as Lacan says "evokes" the meaning they convey. I have added to this strategy two other concepts that are also compatible with the assumptions we have chosen. They are the metaphor and the metonimia. Initially owned by Literature the terms have been borrowed by Lacan to suggest the effect of the interdiscourse in the so called intradiscourse, asit has been named by Pêcheux. Some examples of lapses can be observed in the corpus (students' writings). The results show us the way writing is dealt within the c1assroom that is as a mere "fill in the gap" exercise whereas outside the c1ass is regarded categorically as very important. The teacher's discourse is represented by them as powerful and magic. The leaming of the language is a mechanical consequence of this discourse, in classroom. The ultimate purpose of that discourse is to make students leam the FL Grammar.
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3. Why are they often so difficuIt to contral in class? These questions helped me to set the main goals of the... Ver mais Abstract: The problem that Ied me to start this research can be put in the following questions: 1. Why do teachErs compIain about teaching teens? 2. What do teens want to do in class?
3. Why are they often so difficuIt to contral in class? These questions helped me to set the main goals of the research beginning with the fundamental one: Who are the teens? In other words, in our research I intend to study who they are, what they want as foreign
students, taking into account theoretical and methodological principles of: 1.Discourse Analysis2 Psychoanalysis The objective of the research is, thus, to study the teen's and teacher's representations of c1ass and writing in a foreing Ianguage (English). The writing was chosen since we hypothesized that it can be regarded as a pIace for the teens to think about their position in life, since that they have been ca1led to act almost like aduIts, without having gone through the iniciation rites to adult life - as in primitive societies) (Ruffino,1996). The approach I have decided to follow is mainIy based on the work of tw:o French writers. On the one hand, Michel Pêcheux, and on the other hand, Jacques Lacan. The choice was made especialIy because of their subject conception. They both propose that the subject is fractured, divided by language. The su.bject is immerse in language, and it is formed by language acting in their lives according to their Discursive Formations. Another important concept, that both authors share the meaning, is the fact that the unconsciousness has a symbolica1 structure. That means we can not control our speech thoroughly, even though we have the illusion we do. This concept is better explained in the forgettings number 1 and number 2 from Pêcheux theoty. We will point out lapses that occur in the
speech of these students reinforcing the view of language not as a complete. model to be analysed, on the contral), as productions either written or spoken, deprived of rationality and coherence. The analysis was carried out by adopting Serrani's 1993 strategy named "ressonâncias de significação" which consists of analysing lexical items or ways of sayjng which are found repeatedly in the corpus. This repetition as Lacan says "evokes" the meaning they convey. I have added to this strategy two other concepts that are also compatible with the assumptions we have chosen. They are the metaphor and the metonimia. Initially owned by Literature the terms have been borrowed by Lacan to suggest the effect of the interdiscourse in the so called intradiscourse, asit has been named by Pêcheux. Some examples of lapses can be observed in the corpus (students' writings). The results show us the way writing is dealt within the c1assroom that is as a mere "fill in the gap" exercise whereas outside the c1ass is regarded categorically as very important. The teacher's discourse is represented by them as powerful and magic. The leaming of the language is a mechanical consequence of this discourse, in classroom. The ultimate purpose of that discourse is to make students leam the FL Grammar.
Ver menos
Aula de lingua estrangeira e escrita : representações do ensino para adolescentes
Ana Emilia Nogueira Fajardo
Aula de lingua estrangeira e escrita : representações do ensino para adolescentes
Ana Emilia Nogueira Fajardo
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