Produção oral em inglês no primeiro ano do Novo Ensino Médio: uma proposta de Eletiva no projeto Inova do Currículo Paulista
Data
2023-02-27
Autores
Nascimento, Denise da Silva 
Orientadores
Vian Junior, Orlando
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Esta pesquisa contextualiza se no âmbito da educação básica pública da rede estadual de São Paulo. A análise desta dissertação versa sobre os documentos oficiais da educação básica em níveis federal e estadual, desde os anos 2000 com a publicação dos Parâmetros Curriculares Nacionais para o Ensino Médio até o ano de 2021, com o Currículo em Ação/Material do Professor, além das notas de campo e do relato autobiográfico da pesquisadora. O objetivo do presente estudo é observar o eixo Oralidade em Língua Inglesa do Currículo em Ação – Linguagens e suas Tecnologias – 1ª série – Ensino Médio – Caderno do Professor. Ao analisarmos o funcionamento da linguagem, objetivamos verificar quais escolhas linguísticas são indicadas para as orientações das atividades de produção oral, sua frequência e como tais escolhas estão relacionadas a elementos da oralidade, principalmente pelas seguintes escolhas recorrentes: oralidade, produção oral, compreensão oral, habilidade oral, competência oral, falar e ouvir. Para fundamentar teoricamente o ensino da Língua Inglesa, tendo a oralidade sob a perspectiva de estudiosos da Linguística Aplicada e o papel do professor no planejamento de cursos por meio das experiências da pesquisadora, baseamo nos nos estudos de Almeida Filho (1991, 1993, 2005), Moita Lopes (1996, 2003, 2006, 2009), Marcuschi (2001, 2004, 2010), Paiva (2012, 2019) e Vian Jr. (2002), dentre outros. Sendo a Linguística Aplicada uma área de pesquisa de caráter interdisciplinar, com as experiências vividas da pesquisadora e suas reflexões a partir de um intercâmbio nos Estados Unidos, com participação em disciplinas em universidade norte americana e estágio em escola pública que oferecia disciplinas eletivas para estudantes estrangeiros, embasamos tais reflexões nas teorizações de van Manen (1990) e de Clandinin e Connelly (2000), abordando as notas de campo e o relato autobiográfico como contribuição para a análise do eixo Oralidade no Currículo Paulista. Assim, com base nos resultados obtidos a partir da análise linguística dos documentos oficiais da Secretaria de Educação do Estado de São Paulo, notas de campo e relato autobiográfico, objetivamos apresentar uma proposta de aprofundamento da prática de produção oral para o 1º ano do Novo Ensino Médio no componente curricular Eletivas com o tema Turismo do Currículo Paulista, considerando as habilidades já propostas para as aulas regulares de Língua Inglesa e da Eletiva “Redes Turísticas”. Os estudantes continuam com a sua formação geral básica, fazem escolhas das áreas de conhecimento e/ou formação técnica profissional que desejam estudar e o aprofundamento curricular se dá por meio dos Itinerários Formativos, estando neles inserido o Projeto Inova com aulas de Projeto de Vida, Tecnologia e Eletivas. Neste estudo, a proposta de oralidade feita para as aulas de Eletivas culmina na oportunidade de o estudante decidir sobre o que deseja aprender e sendo corresponsável pelo seu aprendizado. Essas ações em conjunto visam a atender às novas demandas mundiais, sociais, econômicas e da vida em sociedade, ou seja, uma proposta curricular de educação integral, inclusiva e equânime.
This research is contextualized within the scope of public basic education in São Paulo. The analysis of this dissertation deals with the official documents of basic education at federal and state levels, since the 2000s with the publication of the Parâmetros Curriculares Nacionais for High School until the year 2021 with the Currículo em Ação/Material do Professor in addition to the field notes and the researcher's autobiographical report. The purpose of this study is to observe the Orality in English axis of the Currículo em Ação – Linguagens e suas Tecnologias – 1ª série – Ensino Médio – Caderno do Professor. Analyzing the functioning of language, we intended to verify which linguistic choices are made for the orientation related to oral production activities, their frequency and how such choices are associated to elements of orality, mainly due to the following recurrent choices: orality, oral production, oral comprehension, oral ability, oral competence, speaking and listening. To theoretically support the teaching of the English Language, taking orality from the perspective of Applied Linguistics scholars and the teacher's role in planning courses through the experiences of the researcher, we draw on studies by Almeida Filho (1991, 1993, 2005), Moita Lopes (1996, 2003, 2006, 2009), Marcuschi (2001, 2004, 2010), Paiva (2012, 2019) and Vian Jr. (2002) among others. Since Applied Linguistics is an interdisciplinary research area, with the researcher's lived experiences and her reflections from an exchange program in the United States, with participation in school subjects at a North American university and internship at a public school that offered elective disciplines for foreign students, we draw such reflections on van Manen’s (1990) and Clandinin and Connelly's (2000) theories, addressing field notes and autobiographical reports, as a contribution to the analysis of the Orality axis in the São Paulo state Curriculum. Finally, Corpus Linguistics, which presents the context of the official documents with English Language as a school subject, quantifying and analisying the linguistic choices in the guidelines of oral production activities. Thus, based on the results obtained from the linguistic analysis of the official documents from the São Paulo State Educational Secretariat, field notes and autobiographical report, we aim to present a proposal for deepening the practice of oral production for the 1st year of New High School in the curricular component Electives with the theme Tourism within the São Paulo Curriculum, considering the skills already proposed for the regular English Language classes and the Elective Redes Turísticas. Students continue with their basic general classes, choose the areas of knowledge and/or professional technical ones they wish to study, and the curricular deepening takes place through Training Itineraries, including the Inova Project with Life Project, Technology and Elective classes. In this study, the orality proposal made for the Elective classes gives the opportunity for the students to decide on what they want to learn and being co responsible for their learning. These actions aim to meet the new world, social, economic and life demands in society, it means a curricular proposal of integral, inclusive, and equitable education.
This research is contextualized within the scope of public basic education in São Paulo. The analysis of this dissertation deals with the official documents of basic education at federal and state levels, since the 2000s with the publication of the Parâmetros Curriculares Nacionais for High School until the year 2021 with the Currículo em Ação/Material do Professor in addition to the field notes and the researcher's autobiographical report. The purpose of this study is to observe the Orality in English axis of the Currículo em Ação – Linguagens e suas Tecnologias – 1ª série – Ensino Médio – Caderno do Professor. Analyzing the functioning of language, we intended to verify which linguistic choices are made for the orientation related to oral production activities, their frequency and how such choices are associated to elements of orality, mainly due to the following recurrent choices: orality, oral production, oral comprehension, oral ability, oral competence, speaking and listening. To theoretically support the teaching of the English Language, taking orality from the perspective of Applied Linguistics scholars and the teacher's role in planning courses through the experiences of the researcher, we draw on studies by Almeida Filho (1991, 1993, 2005), Moita Lopes (1996, 2003, 2006, 2009), Marcuschi (2001, 2004, 2010), Paiva (2012, 2019) and Vian Jr. (2002) among others. Since Applied Linguistics is an interdisciplinary research area, with the researcher's lived experiences and her reflections from an exchange program in the United States, with participation in school subjects at a North American university and internship at a public school that offered elective disciplines for foreign students, we draw such reflections on van Manen’s (1990) and Clandinin and Connelly's (2000) theories, addressing field notes and autobiographical reports, as a contribution to the analysis of the Orality axis in the São Paulo state Curriculum. Finally, Corpus Linguistics, which presents the context of the official documents with English Language as a school subject, quantifying and analisying the linguistic choices in the guidelines of oral production activities. Thus, based on the results obtained from the linguistic analysis of the official documents from the São Paulo State Educational Secretariat, field notes and autobiographical report, we aim to present a proposal for deepening the practice of oral production for the 1st year of New High School in the curricular component Electives with the theme Tourism within the São Paulo Curriculum, considering the skills already proposed for the regular English Language classes and the Elective Redes Turísticas. Students continue with their basic general classes, choose the areas of knowledge and/or professional technical ones they wish to study, and the curricular deepening takes place through Training Itineraries, including the Inova Project with Life Project, Technology and Elective classes. In this study, the orality proposal made for the Elective classes gives the opportunity for the students to decide on what they want to learn and being co responsible for their learning. These actions aim to meet the new world, social, economic and life demands in society, it means a curricular proposal of integral, inclusive, and equitable education.