A Inform��tica como recurso did��tico para a aprendizagem de F��sica no ensino m��dio

The accomplishment of this work was motivated by our concerns, while teacher of Physics discipline, in the medium teaching and in the higher education, where we have been observing a lot of difficulties in the students' acting, to the they try to give pursuit out to their studies of the classroom, because of the lack of appropriate equipments, or even, of a laboratory where they can put in practice the studied contents. The work aims at to build and to test an educational software that it serves as tool auxiliadora in Physics learning in the Medium Teaching, in the area of electricity, with emphasis in the study of the electrodynamic in resistors. The developed software comes as an alternative to the learning problems, putting the computer science as auxiliary tool, because, besides being an alternative in the middle of the technological expansion, endowed with several resources, it stimulates the significant learning, according to David Ausubel's perspective. A software containing a program destined to the applicability of physics contents in the branch of the electricity is presented as an auxiliary tool, where the student can, not just, to review the contents presented at room, as well as for in practice, through a virtual laboratory, some of these contents, besides testing their knowledge through a bank of discursive subjects. The evaluation of the developed software was made submitting him/it to the professionals' of physics area appreciation. Equally, through continuous evaluations, they were made comparisons among the students' of five different groups acting, in the same school, that you/they were used of the program as tool of his auxiliary learning, and the acting of those that didn't use it

O espa��o formativo na escola: um estudo com professoras dos 4�� e 5�� anos do ensino fundamental.

Es extensa, de parte de los docentes, la discusi��n sobre la articulaci��n de actividades y estrategias de ense��anza que vengan a proporcionar una participaci��n m��s activa del alumnado. Sin embargo tal tarea constituye un desaf��o para muchos profesores ya que, muchas veces, la formaci��n inicial no siempre los prepara para esta perspectiva. Nosotros entendemos que es necesario desarrollar en los maestros una autonom��a cr��tica, tomando la escuela como espacio formativo. El objetivo de este trabajo fue ��l de incentivar un espacio de discusi��n y reflexi��n para profesores en ejercicio de los 4�� y 5�� a��os de la Ense��anza Fundamental I. Ese espacio que era orientado para que ellos estudiasen y articulasen, entre otras cosas, el conocimiento disciplinar de Ciencias y la organizaci��n y sistematizaci��n de actividades de ense��anza que lleven a una participaci��n m��s activa de los estudiantes. La investigaci��n se realiz�� en una escuela privada de Natal/RN, que atiende a estudiantes desde la educaci��n infantil hasta la ense��anza secundaria. Se desarroll�� en cuatro fases: la 1��, de familiarizaci��n, cuyo objeto de estudio se dio a trav��s de la observaci��n del sal��n de clase y del an��lisis de la planificaci��n anual: la 2��, de identificaci��n de las dificultades de los maestros, teniendo como instrumentos encuestas con preguntas abiertas y elaboraci��n de textos. La 3��, en la perspectiva de proporcionar una intervenci��n, se us�� como instrumentos de investigaci��n, el diario de clase y otras actividades como talleres, cursos y la elaboraci��n de material did��ctico. En la 4�� fase, para reconocer los posibles cambios en la pr��ctica docente, ocurrieron nuevas observaciones en el sal��n de clase, el an��lisis de las planificaciones. Los datos obtenidos fueron organizados en tablas y clasificados. Los resultados se��alan cambios en la pr��ctica de esos profesionales, la introducci��n de la disciplina de Ciencias en el espacio formativo y el material did��ctico elaborado ha sido un subsidio importante para ayudarlos en las clases

Objetivos e conte��dos no ensino de f��sica para adultos: um estudo de caso

The dissertation presents the learning, production and results of a study with a group of adult students of a high school level class in a night time public school at the Zona Oeste district of Natal-RN. As a teacher of Physics of these adult students, whose age is between 17 and 65 years, we felt the need to deepen our knowledge about the specifics of these students and build ways of teaching which would lead to a more significant educational process beside them. Among these ways of teaching, we emphasize, first, the performance of an extra-class activity that triggered the students' oral narratives about their life stories. Such narratives have led us to prioritize, as goals of teaching: socialization and the rescue of the search for a permanent learning, self-esteem and skills development to promote the exercise of autonomy. The students' previous contacts with the country life showed to be extremely significant for their memories and motives, suggesting the theme "Nature" to be adopted as a matrix for generative themes to be adopted during the teaching and learning moments with them. Considering these results, we construct a teaching proposal for continued work with the class, with which we chose the "Climate" as a guiding theme of this proposal, here presented and analyzed. In addition to a movement between problematizations developed in a thematic framework - through the initial questions of the students -, and those in a more conceptual approach - that we induced -, we have adopted as central methodological aspect the use of oral and written language, both as an exercise of dialogue, Freire's perspective, such as a structural element of cognitive processes, the perspectives of Vygotsky and Bakhtin. The development of the proposal was registered by audio and teacher and students�� regular written records, for 1 month and a half. As positive outcomes of the proposal, we emphasize the changing attitudes of students, showing a significant increase of their initiative in participating of the classes, besides a creative and critical use of arguments during the situations studied

Um estudo sobre o ensino-aprendizagem das demonstra����es matem��ticas

Demonstrations are fundamental instruments for Mathematics and, as such, are frequently used by mathematicians, math teachers and students. In fact, demonstrations are part of every Mathematics teaching environment, because Mathematics considers something true when it can be demonstrated. This is in contrast to other fields of knowledge that employ observation and experimentation to validate truth. This dissertation presents a study of the teaching and learning of demonstrations in Mathematics, describing a Teaching Module applied in a course on the Theory of Numbers offered by the Mathematics Department of the Universidade Federal do Rio Grande do Norte for mathematics majors. The objective of the dissertation was to propose and test a Teaching Module that can serve as a model for teaching demonstrations. The Teaching Module consisted of the following five steps: the application of a survey to determine the students‟ profiles and their previous knowledge of mathematical language and techniques of demonstration; the analysis of a series of dialogues containing arguments in everyday language; the investigation and analysis of the structure of some important techniques of demonstration; a written assessment; and, finally, an interview to further verify the principal results of the Teaching Module. The analysis of the data obtained though the classroom activities, written assessments and interviews led to the conclusion that there was a significant amount of assimilation of the issue at the level of relational understanding, (SKEMP, 1980). These instruments verified that the students attained considerable improvement in their use of mathematical language and of the techniques of demonstration presented. Thus, the evidence supports the conclusion that the proposed Teaching Module is an effective means for the teaching/learning of mathematical demonstration and, as such, provides a methodological guide which may lay the foundations for a new approach to this important subject

Atividades experimentais no ensino de biologia em escolas p��blicas do estado do Rio Grande do Norte, Brasil: caracteriza����o geral e concep����o de professores

Recent research has revealed that the majority of Biology teachers believe the practice of experimental activities as a didactical means would be the solution for the improvement of the Biology teaching-learning process. There are, however, studies which signal the lack of efficiency in such practice lessons as far as building scientific knowledge is concerned. It is also said that despite the enthusiasm on the teachers‟ part, such classes are rarely taught in high school. Several studies point pedagogical difficulties as well as nonexistence of a minimal infrastructure needed in laboratories as cause of low frequency in experimental activities. The poor teacher performance in terms of planning and development of classes; the large number of students per class; lack of financial stimulus for teachers are other reasons to be taken into account among others, in which can also be included difficulties of epistemological nature. That means an unfavorable eye of the teacher towards experimental activities. Our study aimed to clarify if such scenario is generalized in high schools throughout the state of Rio Grande do Norte Brazil. During our investigation a sample of twenty teaching institutions were used. They were divided in two groups: in the first group, five IFRN- Instituto Federal de Educa����o, Ci��ncia e Tecnologia do Rio Grande do Norte schools. Two of those in Natal, and the other three from the country side. The second group is represented by fifteen state schools belonging to the Natal metropolitan area. The objectives of the research were to label schools concerning laboratory facilities; to identify difficulties pointed by teachers when performing experiment classes, and to become familiar with the conceptions of the teachers in regarding biology experiment classes. To perform such task, a questionnaire was used as instrument of data collecting. It contained multiple choice, essay questions and a semi-structured interview with the assistance of a voice recorder. The data analysis and the in loco observation allowed the conclusion that the federal schools do present better facilities for the practice of experimental activities when compared to state schools. Another aspect pointed is the fact that teachers of federal schools have more time available for planning the experiments; they are also better paid and are given access a career development, which leads to better salaries. All those advantages however, do not show a significantly higher frequency regarding the development of experiments when compared to state school teachers. Both teachers of federal and state schools pointed infra-structure problems such as the availability of reactants, equipments and consumption supplies as main obstacle to the practice of experiments in biology classes. Such fact leads us to conclude that maybe there are other problems not covered by the questionnaire such as poor ability to plan and execute experimental activities. As far as conceptions about experimental activities, it was verified in the majority of the interviewees a inductive-empiric point of view of science possibly inherited during their academic formation and such point of view reflected on the way they plan and execute experiments with students

Constru����o e aplica����o de uma sequ��ncia did��tica para o ensino de trigonometria usando software geogebra

The present study aims to analyze the potentialities and limitations of GeoGebra software on what concerns trigonometry s teaching and learning processes. Taking the present resources of public school from the state of Rio Grande do Norte, the research intends to answer the following question: Could we use the current conditions of public school and the Geogebra software to optimize the trigonometry s learning and teaching processes situation? . To make it a possible to answer the question above, a module of investigative activities was created and applied. The methodological intervention was made among second year High School students from a public school in Natal, RN. The theoretical reference of Mathematics Didactics was taken was a base, adopting the conceptions of Borba and Penteado (2001), Valente (1999) and Zulatto (2002, 2007) about the use of Information Technology (IT) on Mathematics classrooms. In order to create the investigative activities helped us to understand how the students make their constructions and their visual perception through the process of dragging images on the computer screen. Furthermore, the activities done with the GeoGebra software s resources facilitate the resolution of trigonometry situations

A forma����o p��s-graduada em ensino de ci��ncias naturais e matem��tica de docentes do IFRN: implica����es na atua����o docente

This research part of the educational context of the Federal Rio Grande do Norte, through the resumption of legal frameworks that characterize it as an institution belonging to the Federal Network of Professional Education and Technology Brazilian, with a focus on continued education policies for the servers who work there specifically teachers, especially those who have their work in the Teaching of Natural Science and Mathematics. To do this the cut in an agreement between the IFRN and UFRN PPGECNM through the professional master's degree Teaching of Natural Sciences and Mathematics. This agreement as we have research collaborators 08 master teachers who graduated in the period 2004 to 2010, so we undertook a qualitative and quantitative research aimed to conduct the study in general terms of description and analysis of the impacts caused by the formation of masters IFRN in PPGECNM UFRN, taking into account the production of the same academic (dissertation), his performance in the context of the institution and the historical, social, economic and political aspects involved, and also meet the guidelines of the project at the Observatory in 2008 - MEC / CAPES / BSD-P. We used the theoretical options methodological elements of Comprehensive Interview and multireferentiality, our data collection instrument was the main interview, we also performed the analysis of dissertations by lecturers and teachers featured, from the specific descriptors used in catalogs USP / IFUSP (1992, 1996) and UNICAMP / FE / CEDOC (1998) and by other researchers. In analyzing and understanding the speech of the interviewees were able to identify the implications of teacher education in the school context, the motivation to seek the Master; how was the construction of the object of study of the educational product and its use in teaching practice and intervention, the question of the role of master teachers in the school environment to the post master taking into account changes in professional performance and influence in the working groups, how does the use of research and investigation in the classroom after training and between training and educational quality in the context of IFRN. In reading and analysis of the dissertations were able to identify the main focus and under-explored thematic focus as well as the theoretical methodological references. At the end of the research developed a product that could be used for technical analysis studies and assessment in quantitative terms the results achieved by the master teachers IFRN through his training in PPGECNM UFRN

Uma proposta metodol��gica do ensino da qu��mica para alunos da Zona Rural :O estudo do leite

La ense��anza desarroll��, as�� como los m��todos y las t��cnicas de ense��ar. Aqu�� el he/she piensa un m��todo instrucci��n, en que el estudiante est�� m��s de un oyente simple: adem��s la parte ��ntegra, ��l se llama para intervenir continuamente, mientras tocando una parte ancho, interactivo e involucrando, del contextualiza����o del tema para ser trabajado -inclusivo, asocie d��a a d��a al his/her y contextual al programa de la disciplina de Qu��mica, hasta la manera como ese tema debe explorarse. La leche, el tema pone en correlaci��n al origen del grupo de los estudiantes seleccionados, fue explorado, dentro de una visi��n sist��mica, bajo el punto de vista de la composici��n de las propiedades de la industrializaci��n y de la comercializaci��n. Buscando prever los caminos de la construcci��n y organizaci��n del conocimiento de los estudiantes, se us�� el modelo de administraci��n mental de Antoine de La Garranderie y la teor��a de aprender de Ausubel. El conocimiento de los estudiantes se supervis�� antes, durante y al final de las actividades desarrolladas, pr��ctica que permiti�� verificar la evoluci��n y el nivel de asimilaci��n conceptual de ��stos con respecto al tema en el estudio. El an��lisis de los resultados obtenidos, despu��s de la aplicaci��n de una encuesta que contempla veinte asuntos, todo pertinentes al tema, demostr�� un nivel del uso sobre el promedio, lo que merecido la pena el m��todo de ense��anza propuesta

Refletindo dificuldades de aprendizagem de alunos do ensino m��dio no estudo do equil��brio qu��mico

This research intends to identify the main conceptual mistakes committed by High School students when studying Chemical Equilibrium and also how the didactic books can influence in their formation. For the data - collecting we applied 150 questionnaires with 11 open questions e 4 restricted ones. Students from three different private schools in Natal-RN were used in this survey. The questionary about the book analysis tried to understand how the subject has been boarded, making it easier or not for the knowledge building. The books were chosen by being usually the most used ones at the chemistry classes in the schools in town. On the didactic book analysis we evaluated 12 items that tried to identify the clarity with which the books would bring up the subjects, the contextualization of the exercises, the analogies used, the amount and the quality of exercises, the connections between the subjects, and the retaken of important concepts. The questionary given to the students tried to get their knowledge about the concepts related to Chemical Equilibrium. The main mistakes found were: the definition of the state of equilibrium in a chemical reaction, the constant, the double headed arrow, confusions between mass and concentration, the representation of a microscopic reaction in equilibrium, partial pressure and total pressure, and the function of the catalyser. The results demonstrated a lot of insecurity or lack of knowledge about the subject when it was realized that there was a big number of blank questions and a considerable percentage of questions with conceptual errors. We concluded that those errors could be eased or even avoided if the didactic books and the teachers boarded the contents in a more conceptual form with the application of a largest number of good quality exercices, watching the building of definitions by the students, avoiding this way the formation of wrong concepts

Referencia����o an��forica: um estudo de produ����es textuais no ensino fundamental

Esta pesquisa trata da referencia����o ocorrida pelas an��foras diretas e indire-tas em produ����es textuais de alunos do Ensino Fundamental. Como elemento pri-mordial de nossas investiga����es, ancoramo-nos na referencia����o e estudos da an��-fora no ��mbito da Ling����stica Textual como fazem Mondada e Dubois (2003); KOCH (2003) e Marcuschi (2005). De acordo com estudos j�� realizados e envolvidos com a tem��tica, defendemos a no����o de referencia����o como sendo um processo de cons-tru����o de sentidos que se realiza no discurso, isto ��, em atividades interativas entre os sujeitos exigindo, portanto, uma a����o colaborativa entre os interlocutores. Nesse aspecto, a intera����o precisa existir, visto que os referentes de um termo anaf��rico nem sempre se encontram na superf��cie textual; muitas vezes, s��o constru��dos a partir de uma representa����o ou modelo mental dispon��vel na mem��ria discursiva. Nessa perspectiva, procuramos analisar o processo de referencia����o constru��do a partir de an��foras diretas e indiretas identificando as estrat��gias utilizadas em textos produzidos em situa����es de sala de aula. Dizemos que a an��fora direta, de modo geral, �� definida pela rela����o de correferencialidade estabelecida entre o anaf��rico e seu antecedente, enquanto a an��fora indireta �� vista como uma estrat��gia referenci-al de associa����o, sem referente expl��cito, tendo que se esfor��ar para estabelecer a continuidade referencial no texto e para isso utiliza-se da ativa����o (referencia����o mental) de elementos novos e n��o de uma reativa����o de referentes j�� conhecidos, o que constitui um processo de referencia����o impl��cita. Para alcan��armos nosso obje-tivo, utilizamos como subs��dio te��rico, o processo de informa����o na mem��ria cogni-tiva, a refer��ncia e estudos da an��fora no ��mbito da Ling����stica Textual. O corpus deste trabalho constitui-se de sessenta textos escritos por alunos de 7�� s��rie (atual 8�� ano), dentre os quais analisamos o processo de referencia����o ocasionado pelas an��foras diretas e indiretas em doze desses textos. Considerando os dados analisa-dos, dentre os tipos de an��foras estudados, constatamos que houve preponder��ncia no uso das an��foras diretas, destacando-se entre elas a an��fora direta correferencial co-significativa, com maior manifesta����o no uso das retomadas diretas por pronomi-naliza����o

A�� marcador de especificidade de SN indefinidos: um estudo funcionalista com implica����es para o ensino

This body of work aims to describe and analyze the behavior of the A�� specificity marker of indefinite Noun Phrases (NP), one of the many functions this linguistic item is developing in contemporary Brazilian Portuguese. From the Functional Linguistic theory perspective, the North American declivity, this project intends to outline the possible grammaticalization trajectory taken by the A�� specificity marker. It will be followed from its function as a spatial deitic up to its integration of indefinite NP, and the action of the fundamental principles of the theory, such as iconicity and informativity, will be observed on the use of this item. Following this, A�� specificity marker behavior will be described in respect to various linguistic and social factors: type of text where the occurrence is encountered, language modality in which the latter is produced, syntactic function developed by the NP specified by A�� , the existence or lack of material intervening between A�� and the NP nuclear noun, informational status of the NP adjugated to A�� , and finally, sex, education and age of the speaker. The occurrence of conversational implicatures will also be verified (GRICE, 1982) within the contexts of A�� specificity marker use. Reflections on the teaching of grammar will be made, as well as on the possibility and validity of working with noun phrase specificity markers in elementary and high school Portuguese language classes. The data used in this research project stem from Corpus Discurso & Gram��tica A l��ngua falada e escrita na cidade do Natal (FURTADO DA CUNHA, 1998), and from Corpus Discurso & Gram��tica A l��ngua falada e escrita na cidade do Rio de Janeiro (VOTRE; OLIVEIRA, 1995)

Um estudo no contexto da produ����o textual de um 9�� ano do ensino fundamental

Cette recherche s'inscrit dans la linguistique de texte et vise �� identifier, d��crire, analyser et interpr��ter les ��v��nements de l'anaphore pronominale et de la r��p��tition, exposer le montant et le pourcentage d��s phenom��nes respectifs dans Le corpus ��tudi��s, que l accent sur le fonctionnement coh��rente de ces ph��nom��nes dans la construction du texte en termes de continuit�� et de progression th��matique. Nous avons utilis�� des proc��dures ethnographiques pour construire notre corpus d'enqu��te, compos�� essentiellement de textes produits par les ��tudiants de 9 ans d'��cole ��l��mentaire de l'Etat, a la ville de Santa Cruz / RN. La recherche a ��t�� men��e �� partir des ��tudes sur l'anaphore pronominale faites par Milner (1982), Koch e Marcuschi (1998), Marcuschi (2000; 2005 e 2008), Koch (2002), Antunes (2005) e Adam (2008), et par des ��tudes sur la r��p��tition pr��sent��s par Halliday e Hassan (1976), Beaugrande e Dressler (1997), Marcuschi (1992) et Antunes (2005). Comme le support technique, ont ��galement utilis�� les notions de coh��sion d��finis par Halliday e Hasan (1976), Beaugrande e Dressler (1997), Marcuschi (2008) e Koch (2003). Dans l'analyse des textes, nous avons constat�� que l'incidence de l'anaphore pronominale et de la r��p��tition a ��t�� importante parce que les ressources ��taient principalement utilis��s par les ��tudiants pour promouvoir l'articulation coh��rente des textes. Constat�� que dans les textes narratifs ou argumentatifs anaphore pronominale promu l'entretien et la progression th��matique pr��vu. Sur la r��p��tition, nous avons observ�� que le maintien et la progression th��matiques ont ��t�� conditionn��s �� la connaissance du sujet en discussion. M��me si nous avons constat�� que la r��p��tition excessive de ces ph��nom��nes dans le m��me texte, bien que la relation de promouvoir la coh��sion, peut affecter le degr�� de caractere informatif

O ritual simb��lico do Ctrl+C (copiar ) e Ctrl+V (colar) no ensino m��dio

Nowadays, technology has a direct influence on the relationship student and teacher have with language. The internet is a powerful tool in helping work with the language and, through it, the knowledge comes to the student easily and intensely. Furthermore, this facility has enhanced and made visible what has been called, within the University community, "plagiarism generation." This work assumes that this generation has, in their written texts, symbolic movements similar to those of "copy and paste" applied to research work carried out by high school students. Taking this as starting point, this dissertation aims to analyze how high school students of the 1st year from a school in Natal (RN) construct texts, under the movements known as "Ctrl + c" and "Ctrl + v", with reference to the text of the "other". More specific issues are behind the general objective, namely: 1. how the student appropriates the source-text when he copies and pastes? 2. What are the categories of analysis that allow us to look analytically and theoretically for the "ctrl + c / ctrl + v" practice made by the student? 2. how the studies developed in the fields of "Genetic Criticism" (Gr��sillon, 1987), the "school manuscripts" (Calil, 2004) and "paraphrase" (Fuchs, 1982) may help in working with writing in the classroom standing as a possible way to minimize the copy and paste effects in the students texts? Thus, we observe the categories of analysis that allow us to look, theoretically and analytically, for the symbolic ritual of the "ctrl + c" (copy) and "ctrl + v" (paste) in high school. Our study shows that the student text is a "hybrid body" whose writing is a drawing entanglement because of the presence of the foreign text, verbatim, and the presence of linguistic elements to paraphrase the original text.This textual embodiment has, behind it, certain operations, namely: replacing, moving, adding and deleting statements. Given the specificity of the data and the research objectives, this study aligns with qualitative research methods (SILVERMAN, 2009) and falls within the knowledge field of Applied Linguistics, which is characterized especially by investigating problems, phenomena in which language in a real situation is taken as central (BRUMFIT, 1995).Theoretically, our work follows the approach of studies on the paraphrase (Fuchs, 1982, 1994a, 1994b; DAUNAY, 1997, 1999, 2002a, 2002b), the studies developed in the field of Genetic Criticism (Gr��sillon, 1987, 1994, 1992, 2008 ) and those developed by Eduardo Calil (2004) on "school manuscripts"

Se inicia ora����o com pronome cl��tico? Atitudes lingu��sticas, na escola, em rela����o aos padr��es brasileiros de coloca����o pronominal

Focusing on the empirical assessment issue, proposed by Language change theory (cf. cf. WEINREICH; LABOV; HERZOG, 2006; LABOV, [1972] 2008), this research assists to clarifying Portuguese teacher s attitudes in Natal- RN, regarding (a) to proclisis in three specific contexts: in the beginning of a simple/compound sentence (V1), after the subjects (SV), and proclisis after the secondary verb in complex verbal structures (V1V2); (b) to students who use such patterns in usage. Specific contexts were gathered thanks to their representing of the standard variety, as many studies have proven (Martins, 2012; Schei, 2003; Biazzoli, 2010, 2012). The research aims at: (i) verifying by means of a classroom assessment test, whether Portuguese teachers correct proclisis on referred contexts; (ii) identifying, via attitudinal tests what actions teachers take regarding to the usage of standards above mentioned, as well as students as users of those. Twenty Portuguese teachers, picked at random out of different of public schools in Natal-RN, responded to a classroom assessment test in addition to other two attitudinal ones. Results achieved point to a recurring high proclisis correction index of 50% in simple/compound sentences, even though such variety has been implemented to pronominal usage standards in Brazilian Portuguese. This setting of usage was generally assessed negatively, having no commonality between this assessment and the neutral one used by students. Unlike previous setting, the proclisis after subject did not receive any correction of the twenty teachers, what proves coherence with the positive evaluation both the varieties and the students attained. As for the second verb of complex verbal structures, proclisis correction went negative on presenting single results, despite their proximity, with correction indexes of 20% (infinite structures), 10% (present progressive structures) and 25% (participle structures). The assessment on these contexts of proclisis ranged between positive and neutral, also valid for the one students utilized. It means that proclisis in the beginning of simple/compound sentences are yet seemingly spotted in writing school scenario, much likely due to the negative evaluation, opposite to students . Later to subjects and earlier to secondary verbs in structures, proclisis appears to be acknowledged in writing school scenarios, which reflects on teachers assessment as compared to students who use proclisis in these contexts; being in general either positive or neutral

Aprecia����es de alunos de ingl��s sobre sua produ����o oral: um estudo com base no sistema de avaliatividade

O vasto n��mero de pesquisas sobre produ����o oral no ensino de Ingl��s como L��ngua Estrangeira (ILE) ao redor do mundo (p. ex. LITTLEWOOD, 1981; BROWN; YULE, 1983; BROWN, 1994; UR, 1996; CARTER; MCCARTHY, 1997; BROWN, 1994; 2004; ELLIS, 2008), assim como estudos sobre aspectos cognitivos e de aquisi����o da produ����o oral (SWAIN, 1985; 1995; LEVELT, 1989; SWAIN; LAPKIN, 1995; SKEHAN; FOSTER, 1997; 1999; ROBINSON, 2001; BYGATE, 2001; D‟ELY;WEISSHEIMER, 2004; GUAR��-TAVARES, 2007; WEISSHEIMER, 2007; BERGSLEITHNER, 2009; dentre outros) t��m revelado aspectos para um ensino de ILE mais eficaz e motivador. Com a proposta de contribuir para esse avan��o, o presente estudo est�� inserido no paradigma qualiquantitativo de pesquisa no campo da Lingu��stica Aplicada (LA), primordialmente com base nos estudos de Moita Lopes (1996; 2006), para quem a LA est�� centrada na resolu����o de problemas de uso da linguagem, cujo foco est�� na linguagem de natureza processual. O estudo tem como objetivo verificar as percep����es de 34 alunos, de quatro turmas distintas de um curso de ILE, em uma escola privada de l��nguas, acerca de sua produ����o oral, ao participarem de atividades orais. O corpus da pesquisa foi gerado pelas respostas dos alunos a questionamentos sobre sua produ����o oral, em duas fases, no in��cio e no meio do curso, al��m de uma entrevista semiestruturada realizada com dez dos alunos, ao final do curso, com o intuito de verificar suas percep����es sobre sua produ����o oral. As discuss��es relacionadas �� produ����o oral em sala de aula de ILE t��m respaldo te��rico nos trabalhos de Littlewood (1981), Brown e Yule (1983), Almeida Filho (1993), Brown (1994), Ur (1996), Carter e McCarthy (1997), Nunan (1999), Brown (2004) e Ellis (2008), que explicam fen��menos que exercem influ��ncia na produ����o oral, tais como afeto, intera����o, caracter��sticas de atividades orais, dentre outras vari��veis em rela����o a aspectos cognitivos da produ����o oral analisadas pelos estudos de Swain (1985; 1995), Levelt (1989), Swain e Lapkin (1995), Skehan e Foster (1997; 1999), Robinson (2001) e Bygate (2001). A an��lise e discuss��o dos dados tem como base a Gram��tica Sist��mico-Funcional proposta por Halliday (1985; 1994) e posteriormente desenvolvida por Halliday e Hasan (1989), Halliday e Mathiessen (2004) e Eggins (2004), dentre outros. O foco desta pesquisa s��o os mecanismos de Aprecia����o, um dos dom��nios avaliativos do subsistema de Atitude, que por sua vez, �� parte integrante do Sistema de Avaliatividade, desenvolvido por Martin (2000), Martin e Rose (2003) e Martin e White (2005). Para an��lise das escolhas lingu��sticas feitas pelos alunos, utilizamos a ferramenta computacional WordSmith Tools 6.0 (SCOTT, 2010), cuja fun����o Wordlist (lista de palavras) foi utilizada na busca pelos tipos de processos, assim como ep��tetos, entre outras marcas lingu��sticas mais recorrentes que caracterizassem suas percep����es. Os resultados revelam que nas percep����es dos alunos acerca de sua produ����o oral, ao longo das tr��s fases da gera����o dos dados para a pesquisa, eles gradativamente deixaram de mencionar aspectos afetivos quanto ao desenvolvimento de sua produ����o oral e passaram a perceber aspectos mais estruturais de composi����o da l��ngua